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jHrnnam 


THE  LIBRARY 

OF 

THE  UNIVERSITY 

OF  CALIFORNIA 

LOS  ANGELES 

GIFT  OF 


Kate  Gordon  Moore 


LOS  ANGELES  PUBLIC 
SCHOOLS  COURSE  OF 
STUDY  AND  MANUAL 
FOR  THE  ELEMENTARY 
DEPARTMENT  :  :  1907-1908 


COURSE  of  STUDY 

and 

MANUAL 


LOS  ANGELES  PUBLIC  SCHOOLS 

1907-1908 
ELEMENTARY    DEPARTMENT 


1907 

Secnocra.\(    Press 

I,os  Anc:eles 


EdneatfMi 
Librae 

■■•  '7 


INTRODUCTION 


The  Course  of  Study  wliicli  follows  seeks  to  embody  the  best 
advice  which  both  theory  and  practice  have  to  offer.  Teachers, 
principals,  parents,  the  work  of  other  school  systems,  and  the 
best  discussions  of  educational  methods  available  have  been 
consulted  in  arranging  it.  It  is  not  olfered  as  a  perfect  phm 
of  school  work,  but  it  is,  we  believe,  a  step  in  the 
right  direction.  An  eflort  has  been  made  to  cut  away^ 
the  useless  parts,  and  to  make  the  Course  of  Study 
thoroughly  practical  throughout.  Several  of  the  routine  and 
traditional  parts  of  arithmetic  have  been  eliminated  entirely, 
but  more  attention  is  given  the  essentials  of  that  important 
subject  than  heretofore.  .The  work  in  reading  is  outlined  with  a 
view  of  teaching  pupils  not  merely  how  to  reail,  but  to  read. 
The  lists  for  home  reading  are  an  important  part  of  it.  More 
adequate  provision  is  made  for  spelling  than  in  the  past.  The 
work  in  writing  is  given  both  more  time  and  more  attention. 
English  is  given  a  large  place  in  the  course  and  grammar  the 
small  one  it  deserves.  The  most  important  modifications  have 
been  made  in  the  knowledge  subjects,  such  as  history,  geography, 
literature,  and  nature  study.  The  common  schools  should  provide 
each  child  not  only  with  the  form,  but  also,  as  far  as  pos- 
sible, with  the  content,  of  knowledge.  These  important  studies 
are  rightfully  entitled  to  a  larger  measure  of  attention  than  the 
older  education  gave  them.  \\'itli  the  conviction  that  instruc- 
tion in  morality  is  the  most  important  part  of  school  work,  we 
have  introduced  a  cumse  in  the  fundamental  virtties.  to  tlie 
end  that  no  child  may  go  fcn'th  from  the  schools  without 
having  had  the  lessons  of  lionest\,  n|iiightness  and  honor  im- 
pressed upon  him.  And.  being  persuaded  that  all  these  things 
are  of  no  avail  unless  the  mind  be  habituated  and  trained  to 
keep  its  body  strong,  wc*  have  made  provision  for  daily 
lessons  in  the  proper  methods  of  walking,  sitting,  standing 
and  breathing,  that  the  schools  may  not  fail  to  do  their  work 
of   ministering  to  the  health   of  the  children   in   tlieni.     We  snb- 


HHlB.^il 


mil  this  Course  of  Study,  tliiit  it  iiiii>'  he  cjiict^ully  Iricd,  and, 
wlicrcvrr  wantiiif,',  iniprovi'd  hy  the  wise  experimenting  of  tlieni 
that  use  it.  We  i)aiiieulaily  re<|iiest  the  teachers  in  the  ele- 
mentary seiiools  to  read  the  course  as  a  whole  in  order  to  fa- 
miliarize ihernselves  with  its  spirit  and  purpose,  before  taking 
u|)  their  own  individual  woiU.  "iMlucation,"  says  .lohn  Ruskin, 
"is  to  make  people  not  only  do  the  right  things  but  enjoy  the 
right  things,  not  merely  industrious  V)iit  to  love  industry,  not 
merely  learned  but  to  love  learning,  not  merely  pure  but  to  love 
])urity.  not  merely  just  but  to  hunger  and  thirst  after  justice." 
'Ihe  Course  of  Study  is  only  a  means  to  this  nol)Ie  end  and 
peihaps  not  even  the  eliiet'  means,  but  it  should  in  no  respect 
fail  to  do  its  part. 

K.  C.  MOOKE.  Superintendent. 


THE  SCHEDULE  OF  THE  WEEKLY 
TIME  ALLOTMENT 


SUBJECTS 


Reading  and  Literature . . 
Lang'ge,  Comp. ,  Grammar 

Penmanship 

Spelling 

Morals  and  Manners 

History 

Geography  

Arithmetic 

Nature  Study  and  Phy'ol'gy 

Physical  Training 

Manual  Training 

Music 

Drawing 

Intei-missions 

Total  Assignment  per  Wk. 

Minutes  unassigned 

Minutes  for  School  use. . . 


400   300 

100   150 

75     75 

60S    60 

30i    30 

60 


III 


!60 
45;  45 
50|  50 
90;  90 
75  75 
60  60 
125     75 

1110  1130 
90     70 

1200  1200 


240 

200 

100 

60 

30 

60 

260 
30 
50 
90 
75 
60 
75 
1270 


IV 


VI 


240 

200 

100 

75 

30 

60 

100 

220 

30 

50 

90 

75 

60 

75 

1405 

80     95 

13501500 


200'  200 

200   200 

100     45 

75     75 

30     30 

75   120 

170    180 

200   200 

30     30 

50'     50 

90|    90 

75:     75 

60     60 

75     75 

1430  1430 

70.     70 

150011500 


VII    VIII 


1801  180 

160  160 

45  30 

60|  60 

30  30 

I8O'  180 

180  150 

180  180 

30  60  1001.. 

50  50 


90 
75 
60 


75  75 
14251420 

75  80 
150011500 


GENERAL  SUGGESTIONS:  For  school  use  each  week,  there 
aiv  IJOd  iniimtcs  in  cacli  ot'  tiii'  1st  and  'ind  grades,  1350  minutes 
ill  tlic  .Sid.  and  l.")(M)  luiiiutcs  in  cacii  of  the  remaining  gi'ades. 
Tlie  suf,'<i('st('(l  allotnuMit  k-avcs  a  margin  of  reserve  time  in  each 
of  the  grades  which  the  teacher  .should  bring  to  l)ear  on  the  weak 
places  of  lier  work,  'i'he  e.xigencies  of  school-room  work  will 
necessitate  a  shift  in  emphasis  from  time  to  time  but  it  is  thought 
that  with  an  appro.ximaticm  to  the  foregoing  schedule  all  the 
work  outlined  in  the  course,  after  it  gets  to  working  smoothly, 
can  i>e  covered  nicely.  Later  in  the  term  it  may  seem  advisable 
to  alter  this  schedule  somewhat.  The  schedule  and  the  sug{?es- 
tions  which  follow  |)resume  that  two  classes  are  seated  in  each 
riKiiii.  ^\'llere  there  is  but  one  grade  in  a  room  llie  teacher  will 
fin<l    it    advisable   to   do   much    individual    work    with    her    pupils. 


OPENING  EXERCISES:  No  set  time  lias  been  allowed  in  this 
sihcdulc  for  "opfiiiii";  cxcicises,"  for  we  feel  that  the  time  is 
all  too  frequently  wasted.  Unless  the  teaiher  is  determined 
to  make  it  count  for  something  and  is  willing  to  make  special 
preparation  for  it  wc  think  it  better  for  her  to  forego  any  ex- 
ercises and  begin  on  tlie  regular  work  of  the  day.  If,  howevei;, 
the  teacher  feels  that  she  can  use  ten  minutes  of  the  time  profit- 
ably she  will  find  that  it  can  bo  taken  without  interfering  with 
the  preceding  time  apportionniciit. 

PENMANSHIP:  Where  there  are  two  classes  in  the  room 
they  should  be  combined  during  the  writing  period  except,  per- 
haps, in  the  primary  grades.  In  the  lower  primary  grades  the 
writing  period  should  be  very  short  to  avoid  fatigue.  In  grades 
'3,  4,  and  5  a  20-minute  period  daily  should  be  given,  in  the  6th 
and  7th  grades  three  15-minute  periods  are  allowed  for,  while 
in  grade  8  the  teacher  should  give  either  two  15-minute  pe- 
riods  per   week   or   one   of   30   minutes. 

DRAWING:  Where  there  are  two  classes  in  the  room  com- 
bine for  this  work.  Because  of  the  time  required  to  get  the 
materials  ready  for  use  it  is  best  to  break  the  weekly  time 
allotment  into  not  more  than  three  periods.  Some  of  the 
teachers  have  only  two  periods  while  others,  again,  prefer  taking 
but  one  period  and  increasing  the  time  proportionately. 

MUSIC:  The  classes  should  be  combined  for  their  music 
work.  Give  either  three  25-minute  periods  or  two  3.5-minute  pe- 
riods. 

ARITHMETIC:  Tlie  time  allotment  is  such  that  10  minutes 
a  da}'  can  be  given  to  drill  on  the  processes  in  the  7th  and  8th 
grades  and  15  minutes  in  the  remaining  grades  (classes  com- 
bined). In  addition,  three  20-minute  periods  per  w^eek  can  be 
given  to  "applications"  throughout  (classes  separate)  except 
for  the  4th  grade,  which  admits  of  three  2o-minute  periods  or 
four  of  20  minutes  each. 

In  the  drill  work  if  the  two  classes  combined  are  found  to 
be  unwieldy  the  room  can  be  handled  in  two  sections  by  requiring 
one  section  to  do  written  drill  work  while  the  other  section  is 
taken  for  the  oral  work  or  work  at  the  blackboard.  In  the  work 
on  "applications"'  some  teachers  get  .satisfactory  results  by  tak- 
ing the  room  by  rows,  one  row  at  a  time.  While  the  teacher 
is  working  with  a  giveu  row  the  remaining  ones  are  busy  mak- 
ing preparation  on  the  assigned  work.  This  time  allotment 
is  quite  sufticient  for  the  essentials  of  arithmetic  if  the  work  be 
quick,   snappy,   and    well    thought    out. 


GEOGRAPHY:  During  the  fall  term  it  would  l.e  well  to 
give  15  or  20  minutes  a  day  (classes  together)  to  the  formal  part 
of  geography  (locations  and  map  inferences).  As  soon  as  the 
suggestions  on  the  treatment  of  the  content  units  are  issued 
(about  January  1,  1908)  the  time  on  this  work  can  be  lessened 
materially,  as  it  will  then  be  well  in  hand,  and  two  or  three  25- 
minute  periods  taken  for  the  cultural  phases  of  the  subject. 

SPELLING:  Five  15-minute  periods  should  be  given  to 
this  work  in  the  4th,  5th,  and  6th  grades  and  four  in  the  7th 
and  8tli  grades.  Time  can  be  economized  by  dictating  to  both 
classes  dvu'ing  the  period. 

HISTORY:  Three  yO-minutc  periods  or  four  of  20  minutes 
each  can  be  given  in  the  7th  and  8tli  grades  (classes  separate). 
In  the  6th  grade,  and  in  the  8th  grade  civics,  a  portion  of  the 
time  for  history  can  be  taken  from  that  allotted  to  Reading 
and  Literature. 

READING  AND  LITERATURE:  The  allotment  provides 
for  three  30-minute,  or  four  20-minute  periods  in  the  7th  and 
8th  grades;  for  four  25-minute  periods  in  the  5th  and  6th  grades; 
and  for  four  30-minute  periods  in  the  3rd  and  4th  grades 
(classes  separate).  Frequently,  too,  this  work  can  be  made 
to  combine  well  with  history  and  geography,  thus  securing  a 
greater   iiicasiii'e  of  time   for  one  or  the  other  as  need  indicates. 

LANGUAGE:  Four  20-minute  periods  should  be  given  to 
this  ill  the  Ttli  and  Sth  grades;  and  either  four  25-minute  periods 
or  live  20-minute  periods  in  the  3rd,  4th,  5th,  and  6th  grades. 
Ordinarily  the  classes  should  be  taken  separately  for  this  work, 
though  for  written  work  and  for  some  phases  of  drill  work  they 
can  be  combined  with  a  consideralile  saving  of  time. 

PHYSICAL  TRAINING:  The  time  alloted  calls  for  two 
5-niinute  periods  each  day  for  physical  excercises.  We  would  sug- 
gest that  another  peiiod  of  5  minutes  be  taken  from  other  work, 
in   addition. 


THE   COURSE    FOR   THE 
KINDERGARTENS 


Time:  one  and  one-half  years.    Ages  four  and  one-half  to 

six  years. 

■"In   childish   play   deep   meaning   lies." 

A  broad  outline  cannot  fully  represent  the  work  of  the  kin- 
dergarten. The  general  scheme  adopted  is  here  shown,  upon 
which  more  detailed  outline  is  based,  furnished  by  the  Super- 
visor. Upon  this,  in  turn,  the  kindergartners  build  their  pro- 
gi-ams  as  best  suited  to  the  needs  of  each  individual  kindergarten 
and  submit  the  same  to  the  Supervisor  at  tne  beginning  of 
each  month. 

CENTRAL  THOUGHT  FOR  THE  YEAR: 

The  Family:  In  its  varied  relationships  to  nature,  to 
man  and  to  God. 

SPIRITUAL  THOUGHT  FOR  THE  YEAR: 

Fatherhood  of  God,  Brotherhood  of  Man:  Begin  with  the 
study  of  the  relationships  of  the  human  family, 
broadening,  as  the  year  advances,  into  a  considera- 
tion of  the  varied  forms  of  family  life  represented 
in  nature.  The  interdependence  of  man.  Dependence 
upon  God. 

FAMILY  LIFE: 

Central  Thought:  Family  life  of  the  child.  Connection 
of  home  and  kindergarten.  The  harvest.  Thanks- 
giving. 

Spiritual   Thought:      Xot  death   but    transition. 


Development:  I'rovision  wliich  man  makes  for  liis 
family  (clothing  and  food).  Man's  harvest  sea- 
son. Preparation  which  trees,  plants  and  animals 
make  for  winter.  Mother  Nature's  helpers:  sun. 
rain,  wind,  etc.  Falling  leaves,  seed  and  nut  gather- 
ing. Trees,  their  uses.  The  woodman,  carpenter, 
etc.  Culminating  in  the  Tiianksgiv  ing  idea — grati- 
tude to  God. 

SOCIAL  RELATIONSHIPS: 

Central  Thought:  Christmas  thought.  The  spirit  of  lov- 
ing and  giving  in  the  family  circle,  widening  into  a 
sense  of  responsibility  for  others.  Xobility  of  la1>or. 
Patriotism.     Washington's  Birthday. 

Spiritual  Thought:     "Love  is  the  fulfilling  of  the  law.'" 

Development:  Study  of  light,  natural  and  artificial,  lead- 
ing to  the  "Star  of  the  East."  Power  of  natural 
forces,  clouds,  wind,  rain.  dew.  Trades  and  trade 
life,  leading  to  the  idea  of  .state  relationship  and 
independence. 

ETHICAL  RELATIONSHIPS: 

Central  Thought:  Transformation  in  growth.  Complete 
dependence  of  all  life,  family,  civic  and  state,  upon 
tlie  one  great  vivifying  power.  Development  of 
individual    conscience. 

Spiritual  Thought:  'i"he  knigiit  as  a  standard  of  unselfish- 
ness  and  courage.     The   Resurrection,      hmimitality. 

Development:      (iermination    and    develo|tment    in    nature. 
Flower,  tree  and  bird  families.     Insect  families.     Life 
and  product  of  the  silk   worm.     Fabrics,  silk,   woid, 
cotton,  etc. 


RELATIONSHIP  TO  NATURE.    SUMMARY: 

Central   Thought:      liiity    under   variety.      Fruition.     Com- 

l.letion. 

Spiritual    Thought:      "lie    that    is    greatest     among     you, 
let    liim   be   the  servant  of  all." 


10 

Development:  (  i'lcl)i;il  ion  of  Fiocht-I's  hiitliday.  Instilu- 
tiiiniil  liic  ot  I  lie  Iwiiicy  !)(•<■.  Siminicr  (lower  faini- 
lit'S.  l'rt'|)ar:it  ion  lor  vaciitioii.  Families  of  the  sea, 
vegetable  and  animal.  Sliips — transportation.  Chil- 
dren's collections  made  in   nionntains  f)r  at  sea-shore. 

PREPARATION    IN    KINDERGARTEN    FOR    FIRST    GRADE: 

English:  J)cvel(i])ni('nl  of  form  perception.  Quick  sight. 
Memory   gems.      I'ccitation   of   finger  plays,   etc. 

Writing  and  Drawing:  Accuracy  of  touch  gained  through 
use  of  i)eucil  and  brush.  Sense  of  form,  proportion 
and  direction,  gained  through  illustrating  stories, 
blackboard  drawing  and  all  constructive  work,  ('olor 
work. 

Geography  and  History:  Celebration  of  National  holi- 
days.     Celebration    of   birthdays   of   heroes. 

Nature  Study — Plants  and  Animals:  Imparted  by 
means  of  stories  and  ol)servation  of  the  actual 
object.  Fixed  by  means  of  constructive  work  with 
gifts  and   occu]iations. 

Music:  Rhythm  and  nuisical  concept,  gained  through  in- 
dividual and  collective  singing  in  circle  and  at  ta- 
bles. Scale  through  devices  and  adaptations. 
Special  work  for  monotones. 

Physical  Exercises:  Through  free  and  directed  play. 
Manios.     ^larching.     Eepresentative  plays,  etc. 

Manual    Arts:       (Jeneral    use    of    gifts    and    occupations. 


THE    COURSE   IN    PRIMARY 

MANUAL  TRAINING 


Manual  Training  has  been  defined  by  the  American  Manual 
Training  Association  as  meaning:  '"Any  form  of  constructive- 
work  that  serves  to  develop  the  power  of  the  pupil  through  spon- 
taneous and  intelligent  self-activity.  Self-activity  is  also  the  key 
note  of  the  Kindergarten  training,  and  as  the  cause  of  Manual 
Training  derives  nuich  of  its  impetus  from  the  teachings  of 
Kindergarten,  it  is  fitting  that  the  development  along  such  line? 
should  be  chara<'tcristic,  systematic  and  consecutive,  readiing 
in  an  unbroken  chain  from  the  Kindergarten  up  through  the 
grades,  meeting  the  unfolding  powers  of  the  child  at  the  very 
threshold,  and  giving  him  something  to  lay  actual  hold  npon 
in  the  concrete,  as  an  offset  to  purelj'  abstract  teaching.  Dr. 
Nicholas  Murray  Butler  says:  '"Manual  Training  is  mental 
training  through  the  hand  and  eye,  just  as  the  study  of  history 
is  mental  traiiiiug  through  the  mental  and  other  powers." 

MATERIALS  USED  IN  MANUAL  TRAINING  OF  FIRST,  SEC- 
OND AND  THIRD  GRADES: 

1.  Slat    and   Paper  weaving   for  process   leading  to   Loom 

Work   and   Basketry. 

2.  llailmann   Beads— Preparing   for  the   Paper   Work   by 

emphasizing  the  point,  line  and  surface:    also  color. 
number,  rhythm,  and  combination. 

."i.  Paper  Folding,  Cutting,  and  Tearing,  leading  to  tlefi- 
nite  construction  work  in  ]y.\\u'v  as  an  iiit rodu<tion 
to   Cardboard   Construction. 

4.  Basketry  Empliasiziug  lii(li;iii  Basketry,  Ilistorii-  l)e- 
velopnuMit.  form  and  design,  calling  for  accuracy 
and   beauty    in   originating  designs. 

U 


12 

Care  and  Use  of  Materials 

Ah  (•(■fiiiomy  and  tlnift  arc  imiH'nitivc  lessons  to  be  taught, 
not  too  groiit  care  can  l)e  exercised  by  tbe  teaclicr  in  preventing 
waste. 

The  Raphia  should  always  be  kept  securely  tied  at  the 
thick  end,  and  given  the  children  only  at  stated  times  when 
their  winders  re(|uire  refilling. 

The  Reeds  or  Paper  Coil  should  always  be  wound  into 
rings  of  the  re([iiired  amount  for  work  and  tied  twice,  so  that 
they  may  occupy  but  little  space  in  the  store  closet. 

The  Jute  should  be  wound  into  small  balls  and  l>e  kept  in 
boxes.     The  Wicking  treated  the  same. 

The  Hammock  Twine  should  be  woiuid  around  the  loom,  and 
cut  at  each  end,  then  braided  into  a  three-strand  braid  for 
use. 

A  few  children  may  be  asked  to  remain,  and  being  given 
charge  of  this  work  will  soon  have  it  in  order. 

Nf)ne  of  the  above  materials  should  be  given  a  child  until 
he  has  provided  himself  with  a  bag  13x16  inches,  in  which  to 
keep  it  safely. 

In  Basketry,  each  child  should  also  provide  himself  with 
two  heavy  cardV)oard  or  wooden  winders  not  smaller  than  5x7 
inches.  Enough  paper  coil  should  then  be  given  him  to  make 
at  least  one  half  of  a  basket,  with  a  base  of  5  or  6  inches,  the 
coil  softened  by  soaking  in  water  for  the  distance  of  5  inches 
from  the  end. 

The  greatest  care  must  be  taken  to  prevent  the  loss  of 
Hailmann  Beads  and  Ball's  Weaving  Needles.  A  wholesome 
respect  for  the  general  school  equipment  must  be  engendered. 
and  a  sense  of  mutual  responsibility  therefor  insisted  upon. 


Assignment  of  Work 
FIRST   YEAR 

B  Class. 

PAPER  FOLDING,  CUTTING,  TEARING: 

Model   1.  Book  representing  the  home. 

Model  II.         Barn. 

Model  III.       Hou.se. 

Model  IV.        House  Furnishings. 


Model  V. 
Model  VI. 
Model  VI 1. 
Model  VIII. 
Model  IX. 
Model  X. 
Model  XI. 
Model  XII. 
Model   XTIl. 

WEAVING: 

Model  1. 

Model  II. 

Model  III. 

Model  1\'. 

Model  \'. 


13 

I'in  Wheel. 

Kite. 

^^■all    Pocket. 

Envelope. 

Picture    Frame. 

Puritan    Poster. 
Christmas  Tree    (Tearing). 
Christmas  Toys. 
Christmas    (lifts. 


Slat   W.Mvinj,'. 

Paper  and  Slat   Weaving. 

Soft  Paper  Looms,  colored  by  crayon. 

Cartridge  Paper  Looms. 

Book  Cover,  two  shades  of  Cartridge  paper. 


BEAD  STRINGING,  Hailmann  Beads. 

1.  Develop  color. 

2.  Develop  form. 

3.  Develop  ])osition. 

4.  Develop  prism. 

5.  Develop   secondary   colors    from    ])riiiiai"y   colors. 

0.     Develop    rliythiii,    iimiilier.    proportion,   comliination. 
and  cohjr  as  indicated  in  ^lanuai  to  be  submitted. 


A  Class. 

PAPER  FOLDING,  CUTTING,  TEARING: 

Model   I.  Fan. 

Model  11.         Tent. 

Model  III.       Cart. 

Model  IV.        Free    cutting   and    tearing   of    Fruits    and 

\'<>getables. 
Model    \'.  Seed  Boxes. 

Model    \  1.  S.'ed     pjivelopes. 

Model    \11.       Puritan    Cradle. 
Model   \l|l.    (  liiistntas   (lifts. 
Model    IX.         \..\v    ^■eal•    Poster    (Cliincse). 
Model    X.  Clocks. 

WEAVING,  Wood  Loom  Introduced. 
Model   I.  .lute    Pug. 

Model    II.  Paphia    W  iii.lers. 

Model    III.        Papliia    Winding     Piil  ure   Frame. 


14 

Model   I  \'.        I!.i|)liia    Winding — Brush   Broom    Holder. 
.Modi'l   \'.  i!;iplii;i  Wiiidinjr — Napkin  Ring. 

BEAD  STRINGING,  Hailmann  Beads. 

SECOND  YEAR 

B  Class. 

PAPER  FOLDING,  CUTTING,  TEARING: 

.Model   I.  I'ariii    ^  ard    and   Barn. 

Modol  II.  Duck. 

Model  III.       Chicken. 

Model  IV.  Pig. 

Model  V.  Turtle. 

Model  VI.  Cutting  and  tearing  of  Horses,  Cows,  8heep 

WEAVING,  Loom  Work. 

Model  I.  Jute   Rug. 

Model  II.         Sofa  Pillow    (Jute  Square). 

Model  III.       Hammocks    (for  girls). 

Model  IV.        Wicking  Marble  Bags    (for  boys). 

Model  V.         Eaphia  Mat    (if  possible). 

A  Class. 

PAPER  FOLDING,  CUTTING,  TEARING: 
Model  I.  Story   of  Hiawatha: 

Hiawatha's  Childhood. 
Hiawatha's  Sailing. 
His  Friends — His  Fishing. 
Directions  to  be  given  through  outlines. 
Model  II.         Flowers. 

WEAVING,  Basketry. 

THIRD  YEAR 

B  and  A  Classes. 

Model  1.  Mesh  Bag  for  Baskets. 

Model  II.         Indian  Basket. 

Each   third  grade   pupil   should   complete  one  basket   of 

the  following  dimensions: 

Diameter  of  base  6  inches. 

Diameter  across  top  SVl.   inches. 

Depth,  3V1>  inches. 


THE   COURSE    IN    READING   AND 
LITERATURE 


An  exiuiiiiiat ion  ot'  tlic  liistury  i>t''re;iding  teadiiii^'  will  sliow 
tliiit  our  niodfin  nictiiods  <litlVi-  Iioni  tliose  of  tlic  past  only 
in  a  more  liappy  hlcndin^'  ot  llu-  ideas  and  devices  whieli  ex- 
perience has  siiowu  are  good  and  that  the  so-called  distinctive 
features  of  the  respective  systems  now  in  vogue  are,  for  the  most 
part,  difl'erences  in  emphasis  rather  than  differences  in  kind. 
Out  of  the  controversies  wliidi  have  been  waged  over  the  merits 
of  modern  systems  is  coming  a  general  agreement  that  there  is 
no  one  and  only  orthodox  way  of  teaching  reading.  Though 
no  system  lia-^  established  its  superiority  it  may  be  said  that 
there    is   a    consensus   as    to   the    lieuinnings    in   ])rimary    reading. 

The  teacher  with  insight  knows  tliat  the  children  come  to 
her.  not  with  empty  heads,  i)Ut  with  minds  stored  with  memories 
of  varied  ex])eriences.  and  that  she  must,  first  of  all,  learn 
something  of  the  range  of  their  interests  and  ideas  to  the  end 
that  she  may  get  them  into  a  responsive  attitude  toward  her. 
Hence  the  desirability  of  beginning  with  an  interesting  ob- 
ject, picture,  or  story,  and  engaging  the  children  in  conversa- 
tion about  the  tiling  heard  nr  seen.  \\'lien  the  teacher  has 
thus  elicited  remarks  finiii  the  cliililren.  suitable  ones  may  be 
written  on  the  board  and  the  children  be  told  the  meaning 
of  each  sentence.  The  sentences  should  contain  some  of  the 
important  words  several  times.  Suppose  a  story  has  been  told 
of  a  dog.  Talk  about  dogs  could  bring  out  something  like  tlie 
following:  (From  <'arpeiiter.  Haker.  Scott,  The  Teaching  of 
English.) 

My  dog  can  bark. 
My  dog  can  bite, 
^ly  dog  eats  meat. 
My  dog  is  blai-k. 


16 

'i'lip  Icaclicr  could  pditit  to  cacli  word  as  slio  reads  tlie  sen- 
tences. (Action.  ol)jcct  and  picture  work  ofl'ers  other  lines  of 
approadi.)  'I'lie  repeated  word  dog  would  soon  l)e  recoj^i/ed. 
Similar  exercises,  continued  .several  times  a  day,  would  soon 
make  the  children  familiar  with  a  number  of  simple  words,  and 
so  all'ord   a    hasis    lor   the   next    step   in   instruction. 

It  is  here  that  the  real  divergence  of  the  different  sys- 
tems connnences.  Some  would  begin  with  thie  phonetic  ele- 
ments of  the  language  and  seek  by  means  of  stories  and  gestures 
to  establish  the  association  between  a  given  phonogram  and  the 
sound  for  which  it  stands.  Then  by  blending  the  phonograms 
words  are  derived  and  these  combined  to  make  sentences.  This 
is  the  general  method  of  procedure  employed  by  Emma  K. 
(iordon,  in  "'I'lie  Comprehensive  Method  of  Teaching  Reading," 
Book  I  (D.  C.  Heath  &  Company).  Others,  and  Lew  A.  Ball, 
"Natural  Reading"  (dlinn  &  Company),  used  in  many  California 
schools,  is  an  illustration,  begin  by  having  the  children  recognize 
through  such  means  as  we  have  already  suggested  a  few  words 
as  bat,  cat,  rat,  and  see  the  new  word  mat.  From  these  words 
they  will  learn  at,  and  from  words  like  my,  moon,  man,  they 
can  get  the  sound  of  m.  Then  by  giving  the  sounds  m  and 
at  in  succession  the  child  gets  mat.  The  first  method  begins 
with  phonetic  elements  given  by  authority  and  by  a  synthetic 
process  builds  new  words  out  of  these.  By  the  second  method 
the  child  himself  analyzes  familiar  words  into  their  phonetic 
elements,  then  recombines  these  into  new  words  and  the  words 
into  sentences.  The  one  is  purely  a  process  of  synthesis,  the 
other   is   analytic-synthetic. 

It  would  be  well,  we  think,  for  the  teacher  to  familiarize 
herself  with  the  idea  of  one  or  the  other  of  these  two  methods, 
preferably  both,  then  work  out  her  own  metliod.  However, 
whether  she  does  this  or  whether  she  follows  out  the  details 
of  some  method  alreadj'  elaborated  we  cannot  insist  too  strongly 
on  the  importance  of  carefully  prepared  reviews  and  drills,  for 
whenever  a  word  is  once  learned  it  must  be  closely  followed  up 
or  else  it  is  sure  to  be  lost  and  a  measure  of  the  work  undone 
tliereby.  It  is  in  this  point  of  providing  a  wealth  of  review  work 
and  in  giving  many  suggestions  for  variety  in  drill  wherein  lies 
the  distinctive  excellence  of  a  bulletin  by  Alma  Patterson, 
"A  Course  of  Study  in  Primary  Reading  and  Hand  Book  to  the 
State  Series  Primer  and  First  Reader"  (San  Francisco  State 
Normal  Scliool). 


17 

'J'his  work  of  priin:irv  reading  should  be  supplemented  by 
the  use  of  sets  of  suitable  readers  with  width  every  buildinj,' 
will  shortly  be  provided. 

The  teaching  of  reading  will  be  greatly  facilitated  if  teachers 
insist  upon  nuuh  oral  reading,  as  well  as  permit  young  children 
to  "study"  their  reading  lessons  aloud.  For  this  course  of 
procedure  in  the  early  primary  grades,  we  think  there  is  abund- 
ant psychological  reason.  Observation  shows  that  children  as 
well  as  ignoiant  pe()[)l('  inovc  tiieir  li]is  when  rcailing. 
as  thougli  tiicy  \\vrv  ]iriiiu)un(ing  tlie  wnr<ls  to  them- 
selves. A  iiiDMiciifs  rellectioM  \\ill  show  that  such 
persons  lia\«'  heard  iiiuc-li  mure  language  than  they  have  ever 
seen,  in  (■(inse(|uencc.  mental  images  are  stiggested  by  spoken 
language  more  readily  than  by  the  relatively  unfamiliar  sym- 
bols of  the  printed  page.  The  natural  tendency,  then,  of  one 
wlu)  has  never  read  mueh  and  who  is  trying  to  get  the  thought 
back  of  a  bit  of  written  language,  is  to  first  express  it  in  order 
that  the  ini])rcssion  may  take  the  customary  channel  by  way 
of  the  vocal  organs  and  the  ear.  Ultimately  the  pupil  must  reach 
high  facility  in  passing  directly  from  the  symbols  on  the  page 
to  the  ideas  they  suggest  but  in  the  primary^  grades  children 
should  be  pernntted  to  make  the  transition  from  the  sj'mbol.s 
to  the  idea  through  the  auditory  image.  For  this  reason  we 
would  recommend  to  the  teachers  of  such  grades  the  plan  of 
allowing   children    to    study    their    reading   lessons    aloud. 

Ill  all  dial  reading,  teachers  should  ])ay  much  attention  to 
clear  enunciation.  Indeed,  this  should  be  taught,  not  only  in 
the  general  reading  lessons,  but  through  individual  work.  It 
is  particularly  desirable  that  this  work  be  emphasized  in  the 
first  two  years  of  the  child's  school  life,  for  if  to  the  three  or  four 
years  of  his  life  before  school  three  or  four  more  are  added 
before   any   attemjjt   is   made   to   find   out    the   child's   particular 

(lilliilllt  ie>,     lie     will     iie\er     lie     able      ti>      speak      his      (UVII       tiPll>^Ue 

as  he  should.  The  child  ought  to  be  examined  individually 
and  errors  noted  and  a  systematic  attempt  then  made  to  lead  the 
child  to  the  correct  jironunciation.  A  little  time  for  the  de- 
velopment of  the  vocal  organs  together  with  patience  and  inge- 
nuity   will    uvercoiiie    most    cases. 

Dr.  Kowe  in  "Phe  Physical  Nature  of  the  Child"  (McMillan) 
emphasizes  this  matter  of  the  necessity  for  training  in  enun- 
ciation and  suggests  a  li.st  of  words  to  be  used  in  testing  each 
child.  The  child  to  be  examinc«d  should  be  taken  by  himself 
and  asked   to  proiioiinie  after  the  teacher  the   following  list: 


18 


cat 

run 

P'K 

bed 

milk 

hop 

iiiiii|) 

liave 

cliiii 

tliis 

sliall 

awl 

MIIJ,' 

SCO 

\V;llk 

tax 

l»u/,z 

book 

IIIC 

out 

call 

\-cs 

]ar<ic 

pure 

fur 

eat 

wliili 

l..ve 

funny 

kite 

put 

tnod 

IkhI 

l.oy 

is 

fall 

nil 

lU'W 

make 

lie 

grass 

oil 

fine 

sail 

i|uiik 

her 

warm 

rope 

l.itch 

jilace 

lilcasurc 

my 

tlianlv 

boat 

sa  V 

move 

face 

and 

fun 

arctic 

I'.y  noting;  the  words  which  are  not  i)ronoimced  correctly 
after  a  trial  or  so  the  teacher  is  then  in  a  position  to  set 
about  intelligently  teaching  the  child  how  to  make  the  correct 
sounds. 

On  the  side  of  literature,  for  the  objective  to  be  held  in 
mind  as  well  as  for  many  valuable  suggestions  in  presentation, 
we  would  refer  the  teacher  to  the  valuable  chapter,  "English  in 
Elementary  Education,"  in  "The  Teaching  of  English,"  by  Car- 
penter, Baker,  Scott  (Longmans). 

Tn  the  course  which  follows  we  give  a  list  of  poems, 
selections  and  books  taken  from  many  sources  and  from  which 
the  teacher  should  select  whatever  material  her  time  will  per- 
mit her  to  present. 

An  extensive  list  of  such  material  is  suggested,  not  with 
the  thought  that  any  considerable  amount  of  it  can  be  pre- 
sented by  teachers  in  their  respective  grades  but  rather  to  pro- 
vide an  abundance  of  suitable  material  from  which  they  can 
select,  thus  making  the  course  flexible  and  suggestive  rather 
than  fixed  and  definite.  This  material  is  arranged  according  to 
grades  and  classified  into:  ll)  Supplementary  Reading;  (2)  Se- 
lections to  be  Read  to  Pupils;  (.S)  Selections  for  Memorizing; 
(4)   Home-Reading  List. 

A  Few  Suggestions  as  to  Each  Class: 

1.  Supplementary  Reading:  These  books  are  selected 
with  a  view  to  supplementing  the  text  in  reading. 
(Tiildren  need  more  drill  in  reading  than  the  reading 
books  give.  Suitable  material  will  be  found  in  the 
lists  given  for  siu-h  drill. 

*2.      Selections  to  be  Read  to  Pupils:     From  time  to  time 
during  each   term  teachers  should  read  to  pupils  se- 

*Froin  the   San   Francisco   Course   of   Study. 


19 

lections  t'roin  ^'ooil  litcralnrt'.  Xaturally  more  read- 
ing,' will  be  done  during  the  lirst  two  or  three  years 
than  during  the  years  following,  but  a  certain  small 
number  of  selections  should  be  read  to  pupils  during 
each  year  of  the  elementary  school  course.  The  object 
of  this  work  is  not  to  give  pupils  drill,  but  to  awaken 
appreciation.  To  this  end  the  teacher  should  prac- 
tice the  selection  before  reading  it  to  the  pupils, 
that  she  may  place  before  them  an  example  of 
good  reading — reading  in  wliich  the  pauses,  articu- 
lation, intlection.  and  emphasis  are  as  perfect  as 
possible.  Before  reading  the  selection  the  teacher 
should  explain  what  it  is  that  she  is  about  to  read, 
and  interpret  the  selection  sulftciently  to  prepare  the 
way  for  a  proper  appreciation  of  it  when  it  is  read. 
The  time  when  these  selections  should  be  read  i.s 
left  entirely  to  the  discretion  of  the  teacher.  Some 
can  be  read  best  in  connection  with  other  class  work. 
Ihe  number  of  selections  to  be  read  each  term  and 
t!ie  choice  of  them  is  left  largely  to  the  teacher  but 
with  the  proviso  that  at  least  one  selection  should 
be  read  each  month  and  that  only  good  literature 
be  chosen. 

J.  Selections  for  Memorizing:  Two  kinds  of  selections 
should  be  used :  ( 1 )  Complete  selections  in  prose 
or  poetry,  such  as  "The  Rainy  Day";  and  (2)  for 
grades  above  the  third,  short,  terse  sayings  convey- 
ing some  maxim  or  iinl)lo  thought,  such  as:  "One  of 
the  illusions  is  that  the  jjresent  hour  is  not  the 
critical,  decisive  hour.  Write  it  on  your  heart 
that  every  day  i-  the  best  day  of  the  year." 
— Emerson. 

These  two  should  be  treated  somewhat  dilferently.  The 
first  is  for  memorizing  and  should  be  learned  in 
whole  or  in  part.  In  the  case  of  long  selections 
teachers  may  select  parts,  if  they  think  best  to  do  so. 
In  eacli  grade  sonic  attention  should  be  given  to 
teacliing  pupils  how  to  nicniori/e.  Too  many  at- 
tempt to  memorize  words  in  the  oidcr  in  which  they 
occur  without  regard  to  the  thouglit  involvcil.  Sc 
lections  to  be  memorized  should  be  read  aloud  in  a 
clear  voice,  with  proper  rhetorical  i)auses.  and  the 
thoughts  involved  should  be  explained  by  the  pupils. 


•From   the    San    Francisco   Course    of   Studv. 


20 

I'upils  sliould  lie  t'lirniiiii^'i'd  to  Mu-iiioiizc  l)y  s(!n- 
teiices,  inirii}inij)lis  or  stanzas  at  once.  After  the 
selection  lias  been  learned  there  should  V)e  some 
attention  to  the  proper  delivery  of  it.  Pu- 
pils should  be  trained  from  the  first  to  repeat 
many  of  the  selections  from  the  platform  or  the 
front  of  the  room  facing  the  class.  Such  drill  will 
have  a  tendency  to  prevent  the  growth  of  self-con- 
sciousness. There  should  be  distinct  articulation 
and  proper  emphasis  and  inflection.  A  few  of  the 
(]uotations  such  as  ''Sweet  and  Low,"  or  "Landing 
of  the  Pilgrims,"  are  be.st  learned  as  song.s. 
With  the  second  form  of  selection  for  memorizing, 
the  short  quotation,  it  is  not  so  important  that  there 
be  recitation  or  memory  drill.  The  quotation  should 
be  written  on  the  blackboard  by  the  teacher,  giving 
the  author.  Teachers  are  at  liberty  to  make  their 
own  selections,  but  the  quotations  used  should  not 
exceed  eight  lines  of  poetry  or  prose  and  should  be 
of  distinctively  high  order.  An  average  of  one 
short  quotation  a  week  should  be  placed  on  the 
blackboard.  These  should  be  copied  by  the  pupils 
into  a  blank  book  or  on  paper  set  apart  for  that  pur- 
pose, and  the  copying  should  be  done  as  part  of  the 
work  in  Penmanship.  It  is  not  necessary  that  each 
one  of  these  be  memorized  to  make  the  desired  im- 
pression. Teachers  may  use  discretion  in  the  mat- 
ter, though  many  of  the  quotations  should  be  com- 
mitted to  memory. 
Teachers  will  find  additional  matter  in: 

Stevenson,  Eobt.  L..  A  Child's  Garden  of  Verse. 
Dodge,  Mary  Mapes,  When  Life  is  Young. 
Field,  Eugene,  Love  Songs  of  Childhood. 
Riv.   Lit.   Series,   No.    .j!t.   Verse   and   Prose   for   Be- 
ginners. 

Power,  Alice  Rose,  Poems  for  Memorizing. 
i.  Home-Reading  Lists:  The  object  of  such  a  list  is 
not  to  outline  a  prescribed  course  in  literature  which 
pupils  must  follow  and  upon  which  proTnotion  will 
be  based,  but  rather  to  indicate  a  number  of  good 
books  which  teachers  should  use  to  awaken,  on  the 
part  of  their  pupils,  an  appreciation  for  good  litera- 
ture.    Teachers  are  expected  to  use  tact  in  reading 


'From   the   San   Francisco   Course   of   Study. 


21 

from  these  books  or  in  having  them  read  at  home, 
the  object  being  to  create  a  taste  for  and  a  habit 
of  residing  good  literature,  and  tlius  direct  in  some 
measure  the  reading  wliich  children  naturally  do. 
This  end  cannot  be  attained  by  jjcrtunctorily  fol- 
lowing any  list,  but  by  putting  into  the  work  the 
spirit  which  will  enlist  the  pupil's  interest  and  hearty 
co-operation.  The  amount  of  work  to  be  done  is 
left  to  the  discretion  of  the  pupil  and  teacher.  Some 
pupils,  due  to  conditions  of  health,  would  best  omit 
the  work  entirely,  but  pupils  in  good  physical  con- 
dition ought  to  be  encouraged  to  read  at  least  two 
books  each  term. 
During  the  first  and  second  years,  and  also  during 
part  of  the  third  year,  the  selections  should  be  read 
and  re-read  to  the  pupils  by  the  teacher.  As  pu- 
pils acquire  ability  to  read,  some  of  the  easier  books 
may  be  loaned  to  tlicm  to  take  home,  or  they  may 
be  referred  to  the  l'ul)lic  Library.  In  grades  above 
the  third,  the  teachers  will  find  it  a  good  plan  to 
begin  a  story  with  the  class,  and  after  an  interest 
has  been  awakened,  refer  the  pupils  to  the  book  for 
the  remainder  of  it.  In  all  grades  above  the 
second,  it  would  be  ndvisablc  to  keep  on  the  black- 
board the  titles  with  library  numbers  of  a  few  of 
the  better  books  selected  from  the  lists,  and  call 
the  attention  of  ])upils  to  them.  Pupils  have  not 
the  judgment  to  know  what  is  best,  and  it  is  the 
duty  of  the  teacher  to  guide  them  in  their  selections. 
To  be  able  to  do  this  intelligently  teachers  should 
familiarize  them.selves  with  the  books  .suitable  for 
children  of  their  grade.  For  other  suitable  material 
see  the  Course   in   Ilistorx. 


Assignment  of  Work 
FIRST   YEAR 


READING: 


B  Class. 

State  Scries,  rrimcr.   Limits,  p.   1  ti: 
licatli,    I'riiinr.    Limits.    |).    I   liO. 


22 

Give  oral  lessons,  using  chart  and  blackboard.  Combine 
word,  phonic,  and  sentence  methods,  but  do  not  make 
phonics  prominent  during  the  first  _five  weeks.  Have 
children  write  words  on  ruled  paper  as  soon  as  they 
are  able.  Endeavor  from  the  first  to  impress  chil- 
dren with  the  idea  that  words  mean  something. 

A  Class. 
State   Series,   Primer.     Limits,   p.   62-end. 
-Heath,   Primer.     Limits,  p.   60-end. 
State  -Series,  First  -Reader.     Limits,  p.  1-58. 
Heath,  First  Reader.    Limits,  p.  1-50. 

Give  frequent  drills  in  elemejitary  sounds.  Pupils  should 
be  able  to  pronounce  words  at  the  head  of  lessons 
and  in  lessons  before  attempting  to  study  or  read. 
Have  pupils  make  short  and  simple  sentences  con- 
taining the  words  in  their  lessons.  See  that  they 
read  the  script  as  well  as  the  print.  Review  fre- 
quently and  have  each  lesson  well  read  before  pass- 
ing it.  Have  one  or  more  pupils  read  the  entire  les- 
son at  each  recitation,  sometimes  coming  forward 
and  facing  the  class.  Give  special  attention  to  artic- 
ulation,  pronunciation   and   sound   of   the   letters. 


LITERATURE: 


1.  Supplementary  Reading:    (See  Manual,  p.  18. j 

The  Werner  Primer. 

Badlam's  First  Reader. 

Appleton's    First    Reader. 

Beckwith's  In  Mythland. 

Smyth's   Old  Time  Stories. 

Badlam's  Stories  of  Child  Life.  Books   I   and  2. 

Davis,  Nature  Stories. 

The   New   Century,   First   Reader. 

Lights    to    Literature,    Book    1. 

Baldwin's  First  Reader. 

Graded  literature.  Book   1. 

2.  Selections  to  be  Read  to  Pupils:    (See  Manual,  p.  18.) 

Child's   Dream   of   a    Star    Dickens. 

Who  Stole  the  Bird's  Xest  ?   L.  Maria  Child. 

Over  in  the  Meadow   0.  A.  Wadsworth. 

Mountain  and  the  Squirrel   Emerson. 

Visit    from    St.   Nicholas    il<.oro. 


23 


Rover  in  Cluirdi. 

One,   Two,    Three    Henry    C.    Bunner. 

Fitter,  Patter. 

All    Things    Beautiful     Mrs.    Alexander. 

Seeing    Things    at    Night     Eugene    Field. 

Classic  Stories  for  Cliildrt'n   Lida  McMurry. 

The  Wind   Party    Dorothy   Brooks. 

Hiawatha's  Childhood. 
The  Pilgrims. 

Gretehen  and  the  Wooden  Shoe    E.  Harrison. 

'•Christmastide"    E.    Harrison. 

The    Discontented   Pine   Tree. 
The  Little  Fir  Tree. 
The  Ugly  Duckling. 
The  Mother. 

Little  Kitty E.  Prentiss. 

How  the  Violet  Came   Anon. 

What  Does  Little   Birdie   Say  ?    Tennyson. 

Lady  Moon   Lord  Houghton. 

Thistledown    E.   Buckham. 

Christmas  Song E.  Field. 

Wynken,  Blynken  and  Nod   E.  Field. 

Story  of  the  Knight  and  Barbara   Jordan. 

Selections    for   Memorizing:     (Set-    Manual,    p.    10.) 

Sweet  and  Low   Tcniiyson. 

The  Owl  and  the  Pussy  Cat   Edmund  Lear. 

The    Cloud    rnknown. 

Little  by  Little   Unknown. 

Children    Longfellow. 

Sleep,  Baby,  Sleep   From  the  Cerman. 

Booh     Field 

The  Baby   (ieo.  McDonald. 

My  Shadow    Stevenson. 

Three  Little  Bugs  in  a  Basket    Alice  Cary. 

The  Swing  Sicvimishm. 

The    Child    World     lin.wne. 

The  Wind        Ros.setti. 

Can    a    Little   Child    Dodge. 

We    Thank    Thee    Emerson. 

Christmas   Song    Field. 

Homc-Keading   List:      (See   ^Manual,   p.   20.) 

The    Fir    Tree     11.    ( '.    Andersen. 

The  I.ittle  M:it<h  Cirl   11.  ('.  .\n.iersrii. 


24 

I'cii   I'.lossoiii^    H.  C.  Andersen. 

Khynics   and   .Mnfiles    M.   M.   Dodge. 

When  Life  is  Young   M.  M.  Dodge. 

Wixgnor  Story-Book   W.  H.  Frost. 

Three   Bears    S.   B.   Gould. 

The  Bremen  Town  Musicians   Orimm. 

Cat  Stories   H.  M.  F.  .Jackson. 

Letters  From  a  Cat   11.  M.  F.  .Jackson. 

Ma7uiiiy  Tittlcback  and  ITcr  Family  

'. IL    :\I.   F.   .Jackson. 

Children   in   the   Wood    J.   Jacobs. 

Stories   for  Children    M.   A.   S.   Lane. 

Our  Dumb  Animals    Margarine. 

Flowerlets    J.  H.  Mathews. 

Little  Friends  at  Glenwood J.  H.  Mathews. 

Adventures  of  a  Brownie   D.  M.  Mulock. 

Cinderella    D.    M.    Mulock. 

Hop-o-my-thumb   D.  M.  Mulock. 

Jack  and  the  Bean- Stalk   D.  M.  Mulock. 

Little  Red  Riding-Hood    D.  :\I.  ]\[ulock. 

Little  Sunshine's  Holiday   D.  M.  Mulock. 

Five   Little   Peas    Peabody. 

Frisk  and  His  Flock   D.  P.  Stanford. 

Pussy  Tip-toe's  Family   D.  P.  Stanford. 

Rose,  Tom  and  Ned  D.  P.  Stanford. 

Book  of  Folk  Stories H.  E.  Scudder. 

Children's  Book H.  E.  Scudder. 

Child's  Aesop's  Fables  J.  H.  Stickney. 

Queer  Little  People   H.  B.  Stowe. 

Story  of  Patsy   K.  D.  Wiggin. 

Story  Hour  Smith  Wiggin. 

The  Robin    Flora   Cook. 

Clytie   Flora  Cook. 

Christmas    all    the    Year    Round    Hai-well. 

Chipmunk     Harwell. 

The    Anxious    Leaf    Harwell. 


SECOND  YEAR 


READING: 


B  Class. 

State  Scries.  First  Reader.  T;imits.  p.  .".8-101. 
Heath,  First  Reader.  Limits,  p.  .50-127. 


25 

Read  at  least  one  supplementary  reader.  Same  general 
methods  as  in  the  first  year.  Have  pupils  tell  the 
substance  of  each  lesson  in  their  own  lan<,'uage. 
Have  pupils  talk  about  each  lesson.  Use  every  effort 
to  induce  pupils  that  the  reading  has  a  meaning,  and 
aI.so  to  enable  them  to  express  the  meaning  in  a 
clear  and  natural  way.  Pay  attention  to  proper 
position.  Practice  easy  sight  reading  occasionally. 
Teach  the  sounds  as  they  occur  in  the  reader,  but 
do  not  teach  diacritical  marks.  Have  maxims  and 
carefully  chosen  selections  of  poetry  memorized  and 
recited. 

A  Class. 
State  Series.  Second  Reader.  Limits,  p.  2-101. 
Heath,   Second  Reader.    Limits,  p.   7-90. 

Read  at  least  one  supplementary  reader  taken  from  the 
list  given  below.  Other  work  and  instruction  same 
as  for  the  B  Class. 


LITERATURE: 


1.  Supplementary  Reading:    (See  Manual,  p.   18.) 

Appleton's  Second  Reader. 

Johonnot's  Cats  and  Dogs. 

Wright's    Seaside   and   Wayside,   Xo.    1. 

Bass's  Stories  of  Plant  Life. 

Pratt's  Aesop's  Fables.  Vols.  1  and  2. 

Badlani's  Stories  of  Child  Life.  Book  3. 

Heart  of  Oak,  Book  1. 

The  New  Century,  Second  Reader. 

Lights   to   Literature,   Book   2. 

Baldwin's    Second   Read«'r. 

Graded  Literature,  Second  Reatler. 

2.  Selections  lo  be  Read  to  I'upiis:    (See  Manual,  p.  IS.) 

(See  the  list  given  under  "First   Year.") 
Story  of  the  Pilgrims.  Tlic  First   Thanksgiving. 
The   Little    Match    <;irl  ...    Andersen. 

The   C;hild    World    .    .  Browne. 

The  Fir    Tree   II.  (.  And<'r>iii. 

The  First  C'hristmas  Tn'c  \'..  Poulsson. 

Santa    Claus    and    the     Mouse,    in    ■Noices    for    the 
Speechless." 


26 


'J'lic  fStoiy  of  St.  ^'alentine 
How  Cedric  Becaiiii'  a  Knij^'lit 

'I'lic  Cabbage  Biittcrlly,  in  Miss  Harrison's  "In  Story- 
Land." 

1  Love  ^'ou,  .Motlicr   Joy  Allison. 

Seven   Times   One    .Jean   Ingelow. 

Over  in  tlie  Meadow U.  A.  Wadsworth. 

The  Merry  Brown  Thrush   L.  Larcom. 

Good  Night  and  Good  Morning Lord  Houghton. 

Kittie  and  Mousie Elizabeth  Prentiss. 

Three   Bugs    in   a    Basket    Alice   Gary. 

To  a  Honey  Bee  Alice  Gary. 

What   Doe.s   J^ittle   Birdie   Say?    Tennyson. 

Lady  Bird,  Lady  Bird  Caroline  Southey. 

The   New    Moon    Mrs.    Follen. 

H-^—Were  a   Sunbeam    L.   Larcom. 

How  the  Leaves  Came  Down S.  Coolidge. 

Little  White  Lily   Ceo.  McDonald. 

Selections   for   Memorizing:      (See   Manual,   p.    19.) 

The   Children's   Hour    LongfeBow; 

Barefoot   Boy    (first   ten    lines)     Whittier. 

The  Boy  and  the  Bird    Unknown. 

Rain    Drops    Unknown. 

Seven  Times  One .  .    -Jean-Tngetow^ 

Two  and  One .  Unknown. 

The  New  Moon Mrs.  E.  FoHenr 

Twinkle,  Little  Star    L'nknowu. 

If  I  Were  a  Sunbeam   Lucy  Larcom. 

A  Little  Bit  of  a  Fellow   Stouton. 

To   My   Mother    Field. 

The    Night    Wind     Field. 

The  Lullaby   .T.  G.  Holland. 

America 

The    Wind C.    Rossetti. 

The  Song  of  the  Bee   Marian  Douglas. 

Little  White  Lily  Geo.  McDonald. 

Thanksgiving  Day   L.  Maria  Child. 

Selections   from  Hiawatha. 

The   Children's   Hour    Longfellow. 

My  Shadow    Stevenson. 

The   Wind    Stevenson. 

The    Cloud     Shelley. 

The  Ferrv  for  Shadowtown 


27 


Honie-Readin<,'  List:    (Sec    .Maininl.   p.  -H).) 
For  list   see  IIonK-llfadin;:   lor   First    Year.   Manual, 
p.   23. 


THIRD  YEAR 


READING: 


B  Class. 

State  Series.  Second  Reader.    Limits,  p.   101-184. 
Heath.  Second  Reader.   Limits,  p.  90-170. 

Words  at  head  of  lessons  to  he  repeatedly  pronounced,  and 
their  meaning  clearly  explained  before  the  lesson  is 
read  or  studied.  Reipiire  pupils  to  make  sentences 
containing  such  words,  thus  making  valuable  lan- 
guage lessons  of  the  reading.  Give  special  drill  on 
words  hard  to  pionouncc.  or  commonly  mispro- 
nounced, but  do  not  stop  the  pupil  in  the  middle 
of  a  sentence  or  paragraph.  Continue  phonics  and 
introduce  the  more  prominent  diacritical  marks. 
Aim  to  infuse  animation  by  your  example;  this 
will  go  far  to  secure  good  expression,  both  of  voice 
and  face,  and  to  break  up  the  bad  habits  of  hesi- 
tating and  repeating.  Frequent  exercises  in  sight 
reading,  requiring  the  pupils  to  come  forward  and 
face  the  class,  will  do  much  to  incite  them  to  effort 
and  inspire  them  with  confidence.  Pupils  should  read 
selections  silently  and  afterwards  give  the  thought 
orally.  Short  selections  should  be  learned  and  re- 
cited once  each  month.  Do  all  the  work  found  in 
the  reader. 

A  Class. 
State  Series.  Third  K<-adcr.   Limits,  p.   1-110.  ' 

The  other  work  and   instruction   is   tlie  same  as  that  out- 
lined for  the  15  Class. 


LITERATURE: 


1.     Supplementary    iJeading:    I  See    Manual,    p.    18.) 
Appleton's   Third    Reader, 
•lohonnofs  Feathers  and    Fur. 
Dutton's  The  World  and  its  I'eople.  No.  1. 


28 

W  ri^lil's  Seaside  uiid   Wayside,  Xo.  2. 

{{ndliun's  Stories  (if  Cliild  Life,  Book  4. 

lM)iill<e's   Twilight   Stories. 

IJass's   Stories  of  Animal   Life. 

Kelly's    Leaves  from  Nature's  Story  Book,  Vol.   1. 

Heart  of  Oak,  Book  No.  2. 

Jialdwin's    Fairy  Stories  and  Fables. 

Child    Life.    Book   :i. 

Ijifilits  to   Literature,  Book  3. 

(iraded  Literature,  'J'hird  Reader. 

Baldwin's  Tliinl  Reader. 

Selections   to   he   Read   to    Bupiis:    i  See    .Manual,   p.    18.) 

The  Dream   Peddler    Lucy  Blinn. 

The  Chicken's  Mistake    Phoebe  Cary. 

They  Didn't  Think    Phoebe  Cary. 

Ax    Crindini;    Franklin. 

Benjamin  Franklin    Unknown. 

Daniel   Boone    Goodrich. 

Over  to  Old  Aunt  Mary's    Riley. 

The  Brook Tennyson. 

Do  All  That  You  Can   Sangster. 

The  Spider  and  the  Fly    Howitt. 

What  Alice  Said  to  the  Kitten    Carroll. 

The    Tree     Bjornson. 

We  Are  Seven   Wordsworth. 

The  Mountain  and  the  Squirrel    Emerson. 

Planting  of  the  Apple  Tree   Bryant. 

Forget-Me-Not     Anon. 

Barbara     Frietchie     Whittier. 

Death  of  Cock  Robin  and  Jennie  Wren.  .  .  Gerda  Fay. 

The  Bumble  Bee's  Ball   Helpn  W.  Clark. 

The    Honest    Old    Toad    Anon. 

Violets    J.    Moultrie. 

Selections  for  Memorizing:      (See  Manual,  p.    1!>.  I 

The  Wonderful   World    Browne. 

Is  It   You  ?    Unknown. 

By   and    By    Unknown. 

I  Once  Had  a  Sweet  Little  Doll   .  .  .   Chas.  Kingsley. 

Selections  from  the  Brook Tennyson. 

If  Ever  I  See Lydia  M.  Child. 

Drive  the  Nail  Aright   Unknown. 

Wynken,  Blynken  and  Xod  Eugene  Field. 

America    Smith. 


29 


Lost   Celia  Thaxter. 

Don't  Give  L'p   Plioebe  Gary. 

The  Village  Hhuksniith   l.ongtVllow. 

Robert  of  Lincoln   Bryant. 

The  Moon   Stevenson. 

From  My  Ann  (hair    Longfellow. 

What  the  Winds  F.riiig    Steclnian. 

Honu'-Reading    Li-t :    i  S.-c   Manual,   p.   Jn.) 

Little  Lad  Jamie  .Mary  D.  Hrine. 

True  Story  of  (u'orge  Washington  ....  E.  S.  Brooks. 

Editha's  liurglar    F.  H.  Burnett. 

Two  Little  Pilgrims'   Progiess    F.   IT.   Burnett. 

When  Life  is  Young M.  M.  Dodge. 

Stories  of  Great  Americans    E.   Eggleston. 

Letters  from  a  Cat   H.  M.  F.  Jackson. 

Prince  Darling  A.  Lang. 

The  Princess  on  the  (Mass  Hill A.  Lang. 

The   Sleeping  Beauty  in  the  Wood    A.   Lang. 

Four-handed    Folk    < ).     T.    Miller. 

The  Black  Dog A.  G.  Plympton. 

Captain  January    L.   E.  Richards. 

When  Molly  was  Si.\   K.  O.  White. 

The  Little  Mermaid   H.  C  Andersen. 

The  Bird's  Christmas  Carol    K.  D.  Wiggin. 

Dream  of  a  Star Charles  Dickens. 


FOURTH   YEAR 


READING: 


B  Class. 
State   Series.    Third    Reader.      Limits,    p.    ll'.i-Jiio. 

Pupils  may  he  taught  and  called  upon  to  give  synonyms 
for  words  in  the  lessons.  ( )ce;i^innal  concert  reading 
of  paragraplis  that  have  been  thoroughly  taught 
nniy  be  practiced;  also  silent  reading.  Call  upon 
pupils  to  read  some  instructive  story  to  the  class, 
making  them  feel  it  an  honor,  and  use  ingenuity  in 
awakening  an  interest.  Ibive  pu|)ils  repeat  after 
you,  in  concert,  short  sentences  suitable  for  culti- 
vating intlection  and  niodulalion  and  general  voice- 
training.      Drill    in    vowel   and   consonant    sounds   not 


30 

iilrciidy     learned.       Slioit    seleetioiis    sliould    be    com- 
iiiilted    to    MU'iiidry    iiiiil    recited    eacli    iiioiitli. 

A    Class. 
State  Scries,  Fourtli  Reader.    Limits,  p.   1-127. 

Other    woik    and    instructions    are    the    same    as    tliose    for 
tlie  B  Class. 


LITERATURE: 


1.  Supplementary   Heading:     (See   ^lanual.   p.    IS.) 

Appleton's    Fourth   Reader. 

Dutton's    The  World  and  Its  People,  No.  2. 

Wright's    Seaside  and  Wayside,  No.  3. 

Kelly's   Leaves  from  Xature's  Story  Book,  Vol.  2. 

Firth's   Stories  of  Old  Greece. 

Sewell's    Black  Beauty. 

Heart  of  Oak,  Book  Xo.  3. 

Beautiful  Joe. 

Lights   to   Literature.   Book   4. 

Baldwin's    Fourth  Reader. 

Graded  Literature,   Fourth   Reader. 

2.  Selections  to  be  Read  to  Pupils:    (See  Manual,  p.  18.) 

The   Prairie  on  Fire    Cooper. 

The  Battle  of  the  Ants    Thoreau. 

The   Careful    Observer    Colton. 

Casablanca   Mrs.  Hemans. 

Robert    of    Lincoln     Bryant. 

Sing  On,  Blithe  Bird    Motherwell. 

Over   and   Over   Again Pollard. 

Perseverance  of  a  Spider    Goldsmith. 

The  Poet  and  the  Children    Whittier. 

The  Crow's  Children    Phoebe  Gary. 

Lilliputian  War  at   Sea    Swift. 

Gulliver  Among  the   Giants    Swift. 

Clear  the  Way  Unknown. 

The   Fish   I   Didn't   Catch    Whittier. 

The  Discontented  Pendulum  -Jane  Taylor. 

Jack  in  the  Pulpit    Clara  Smith. 

Battle  of  Blenheim   Southey. 

U'ondcr    Book     Hawthorne. 

When  the  Woods  Turn   Brown    Lucy  Larcom. 

Autumn  Longfellow. 


31 

October    .    Lucy  Larcom. 

Adaptation  of  Bt'ii   Hiir. 

Cliristiiias  ^[oniinjr. 

The  Stranger  Child's  Cluistuias   i  From  the  German). 

A  Christmas  Thought    Lucy  Larcom. 

Christmas    (irccn     Lucy    Larcom. 

3.  Selections  for  ^lemorizing:    (See  Manual,  p.   I'J.J 

My    Native    Land    Scott. 

The  Arrow  and  the  Song Longfellow. 

The   First    Snowfall    Lowell. 

Bugle    Song    Tennyson. 

Something  Left    L'ndone    Longfellow. 

The  Planting  of  the  A])|)lc  Tree    Bryant. 

Boys  \\'anted    Unknown. 

Three  Companions   Dinuli  AL  Craik. 

A  Life  Lesson    Riley. 

Another   Blue   Day    Carlyle. 

The    Barefoot    Boy Wliittier. 

The  Good  Time  Coming   Clias.  Mackay. 

The  Childrreu's  Hour    Longfellow 

Short    Quotations    on    the    Blackboard. 

4.  Houu'Keading  List:      (See    Manual,   p.   iU.) 

Life  of  Paul  Jones  .1.  S.  C.  Abbott. 

Adventures  of  Jimmy    lirown    W.  S.  Alden. 

Seven  Little  Sisters  Prove  Their  Sisterhood   

Jane    Andrews. 

Talks  by  Queer  Folks    M.    K.  Bamford. 

Little  Lord  Fauntleroy Frances  IL  Burnett. 

Alice    in    Wonderland    Lewis    Carroll. 

Hoziie  Animals E.  R.  Church. 

Sweetheart  Travelers   S.  R..  Crockett. 

Stories  of  the  United  States  A.  C.  Davis. 

German  Household  Tales .1.  T.  &  W.  K.  Grinun. 

Man  Without  a  Heart   R.  M.  S.  Grimms. 

Last  of  the  Peterkins  L.  P.  Hale. 

Peterkin    Papers    L.    P.    Hale. 

Mr.  Rabbit  at  Home   Joel  C.  Harris. 

Three  of  Us   Joel  C.  Harris. 

In  Story-Land    Eli/..  Harrison. 

Tales  of  Discovery  on  the  Pacific  Coast    

Margaret     E.    Hood. 

The  World  by  the  Fireside ^L  and  E.  Kirby. 

Animal   Story-Book    A.   I^ing. 

Hiawatha     Longfellow. 


32 


Cliild  Stories  from  the  Masters '  Maud  Menefee. 

Adventures  of  a  Brownie   D.  M.  Mulock. 

Captain  January   Laura  E.  Richards. 

Beautiful  Joe   Marsliall  Saunders. 

C'liildrcn  of  tlie  C'ohl F.  Schwatka. 

Black  Beauty   Viina  Sewell. 

Five   Little  Peppers  and   Mow  Tliey  (irew    

.M.  Sidney. 

Five   Little  Peppers  Midway    yi.  Sidney. 

Five  Little  Peppers  Grown   Up    .^L  Sidney. 

Phronsie  Pepper   M.  Sidney. 

The    Slie])]ierd's    Dream    R.    V.    Sprague. 

The  Clocks  of  Rondaine Frank  R.  Stockton. 

Stories  and  Poems  for  Children   Celia  Thaxter. 

What   Katy   Did    S.   C.   Woolsey. 

Fanciful  Tales F.  R.  Stockton. 

The  Jungle  Book    Kipling. 

Swiss  Family  Robinson 

Water   Babies    Kingsley. 

The  Book  of  Legends  Scudder. 


FIFTH  YEAR 


READING: 


B  Class. 
State  Series,  Fourth  Reader.    Limits,  p.   127-255. 

Require  pupils  to  write  new  words,  with  synonyms  and 
definitions,  to  be  read  and  criticised  as  a  part  of  the 
recitation.  Each  pupil  should  have  a  dictionary, 
and  be  taught  how  to  use  it.  Require  the  pupils  to 
reproduce  the  subject  matter  of  all  pieces  read. 
Practice  freely  the  concert  exercise  of  short  sentences 
for  training  the  voice,  requiring  your  rendering  to  be 
closely  imitated.  Use  sight  reading  as  often  as 
practicable  from  suitable  periodicals  or  books.  Pu- 
pils should  be  able  to  read  an  ordinary  newspaper 
article  with  readiness  and  intelligence.  Try  to  make 
all  recitations  pleasant  by  varying  their  character 
ami   avoiding   monntonv.      I'se    silent    reading. 


33 

A    Class. 
State   Series.    Fourtli    Reader.      Limits,    p.    2.5.1374. 

Have    much    sight    leatliiig.      Other    work    ami    instrmtions 
same  as  that  irivi-n  to  tlic  I>  Class. 


LITERATURE: 


1.  Su])|)leiiU'iitary    Reading:    (Set'    Manual,   p.    IS. | 

Uutton's    'J"he  World  and  Its   People.   No.  A. 

Wright's    Seaside  and  Wayside,  No.  .3. 

•lohonnot's    Wings    and    Fins. 

Kelly's    Leaves  from  Nature's  Story  Book,  Vol.  3. 

Hooker's    Child  Book  of  Nature. 

Heart  of  Oak,  Book  No.  3. 

Wagner's     Pacific   History    Stories. 

2.  Selections  to  be  Read  to  Pupils:      (See  Manual,  p.  18.) 

Old  Clock  on  the  Stairs   Longfellow. 

What  Intemperance  Does   L'nknown. 

Labor    is    ^^'orship    Osgood. 

The   Day    is   Done    Longfellow. 

The  Captain's  Daughter   Fields. 

God  Bless  our  Stars  Forever   B.  F.  Taylor. 

Squeer's  Boarding  School   Dickens. 

A  Prairie  Dog  \  illage Edw.  Nealy. 

The  Way  to  Wealth    Franklin. 

Snow   Storm   on   Mt.    Shasta    Muir. 

Fight  of  Paso  del  Mar  Bayard  Taylor. 

Deacon's   One    Horse    Shay    Holmes. 

Charge  of  the  Light  Brigade   Tennyson. 

Wreck  of  the  Hesperus Longfellow. 

A   Leak  in  the  Dyke    Plioebe  Cary. 

Mariner's  Dream   Dimond. 

3.  Selections   for    Memorizing:      (.See    Manual,    j).    I'.i.) 

Breathes    There    a    Man    Scott. 

The  Village  Blacksmith  Longfellow. 

Break,  Break,  Break    Tennyson. 

The  Three  Fishers Kingsley. 

Nobility    Alice    Cary. 

Landing  of  the  Pilgrims Mrs.  Henuins. 

How  Sleep  the  Brave  William  Collins. 

The  Builders  Longfellow. 

The  Will  and  the  Wav John  G.  Sn.\e. 


34 


Sl:ir    S|(;ui;:lc(l    l'>;iiiiicr    Key. 

I'liiil    i:i'\iTc'>    Kiili'    Longfellow. 

Slicridiiirs   Kiilr    ;  .  .  .   Read. 

Self ■( 'out n.l    ((iiiulcd    Literature  Headers,  5th    IJook) 

Xewiiian. 

Decoration    Day    Longfellow. 

Soiiicl>o(ly's  Motlici-   .. I'nknown. 

'I'lie    1  leritage    LowelL 

Telling  the  Bees    Eugene  Field. 

Psalm  XXni. 

Short  Quotations  on  the  I'lackboanl. 

Home-Reading  List:      (See  ^Manual,   p.  lin.i 

An  Old  Fashioned  (iirl   Louisa  M.  Alcott. 

Cruise  of  the  Canoe  Cluh    W.  S.  Alden. 

Pilgrim's   Progress    John  Bunyan. 

Three  (ireek  Children  A.  J.  Church. 

Jackanapes   J.   H.  Ewing. 

Donald  and  Dorothy  M.  M.  Dodge. 

Love  Songs  of  Childhood  Eugene  Field. 

The  Cat  and  the  Cheruh  C.  B.  Fernald. 

The  Children's  Crusade    G.   Z.  Cray. 

True  to  the  Old  Flag G.  A.  Henty. 

Friends   Worth    Knowing    E.    Ingersoll. 

Matka  and  Kotik    D.  Starr  .Jordan. 

( Jret'k    Heroes     Chas.    Kingsley. 

Tile   Jungle-Book    Rudyard  Kipling. 

Peasant  and  the  Prince Harriet  ilartineau. 

The    Wonder    Clock    Howard    Pyle. 

Tales  out  of  School   F.  R.  Stockton. 

Roundabout    Rambles    in    Lands   of   Fact    and    Fancy 

F.    R.    Stockton. 

WUd  Animals  1   Have  Known   .  .    E.  Seton  Thompson. 

Biography  of  a  (irizzly   E.  Seton  Thompson. 

A  Boy's  Workshop   H.  R.  Waite. 

Being  a  Boy  Chas.  D.  Warner. 

Boy's  King  Arthur   Hansen. 

Book  of  (iolden  Deeds    Charlotte  Yonge. 

Arabian  Xi<:hts    Charlotte  Yonge. 


READING: 


35 
SIXTH   YEAR 

B  Class. 


State  iSeries.  Introductory  History.  I>iiiiits,p.l-183. 
(See  eourse  in   History.    Maiiiuil,  p.  81.) 

Use  nnieh  su]j])it'nientary  reading.  Encourage  pupils  to 
use  the  dictionary.  Pay  especial  attention  to  the 
character  of  each  selection,  adapting  the  style  of 
reading  to  the  sentiment  of  the  piece.  Make  occasional 
use  of  concert  reading  of  choice  selections.  Continue 
elocutionary  drill  in  modulation,  intlection.  enuncia- 
tion and  emphasis. 

Pupils  in  this  grade  should  learn  something  of  the 
author  of  every  piece  studied.  Appoint  certain  ones 
from  day  to  day  to  find  out  and  report  to  the  class 
something  more  of  the  authors  than  the  book  gives 
— having  them  bring  in  and  read  suitable  selections 
from  the  author's  writings. 

A    Class. 
State     Series.     Introductory     History.       Limits, 
p.    183-338. 

(See  the  course   in   History.    .Manual,   p.   SI.) 

The  other  work  an<l  instructions  are  the  same  as  for  the 
H  (lass. 


LITERATURE: 


1.  Su])plementary      Reading:         (See     coiir^i'      in      History. 

.Manual,   p.   Si.) 

2.  Selections  to  be  Read  lo  I'ujjils:    (See  Manual,  p.   IS.) 

The    Last    J^af     Holmes. 

Murtlerer  Cannot   Keep   His   Secret    \Vei)ster. 

Burial  of  Mo.ses Mrs.  Alexander. 

The   Stormy    Petrel    Barry   Cornwall. 

The    Battle   of    Hastings    Dickens. 

Man   Without    a    Country    K.   E.    Hale. 

Battle  of  Blenheim  Sonthey. 

Hawthorne    Longfellow. 

Daily  Work   Cha.s.  Mackay. 


36 


Marco  Bozzaris  F.  fJ.  llalleck. 

Ike   Walton's    Prayer    Riley. 

Death  of  Little  Neil   Dickens. 

Bingen  on  the  Rhine   Caroline  Norton. 

Arnold   Winkelried    Montgomery. 

The    Dying    (Jhuliator     Byron. 

Selections  for  Memorizing:    (See  Manual,  p.   I'J.) 

Thanksgiving  Hymn  for  California   .  .  .   Mrs.  Stetson. 

The  Day  is  Done  (Selections  from)    Longfellow. 

Ring  Out,   Wild  Bells    Tennyson. 

Soldier,   Rest    Scott. 

The    American    Flag    Drake. 

Burial   of  Sir  .Fohn   Moore    Wolfe. 

Psalm  of  Life    Longfellow. 

Love   of  Country    Scott. 

Battle  Hymn  of  the  Republic   .lulia  W.  Howe. 

Abou  Ben  Adhem   Leigh  Hunt. 

The  Builders    Longfellow. 

^Woodman,  Spare  that  Tree   Morris. 

Break,    Break,    Break     Tennyson. 

The  Blue  and  the  Gray   Finch. 

Short  Quotations  on  the  Blackboard. 

Home-Reading  List:    (See  Manual,  p.  20.) 

Story  of  a  Bad  Boy Thos.  B.  Aldrich. 

Stories  Mother  Nature  Told  Her  Children 

Jane   Andrews. 

Juan  and  Juanita   F.  C.  Baylor. 

Boy  Emigrants   N.  Brooks. 

Rab  and  His  Friends J.  Brown. 

Heroes  of  the  ^Middle  West M.  H.  Catherwood. 

Stories  of  the  Old  World  A.  J.  Church. 

Tales  of  the  Gods  and  Heroes Sir  G.  W.  Cox. 

Boots  and   Saddles    Mrs.   E.   Custer. 

Two  Years  Before  the  Mast   R.  H.  Dana. 

Stories  for  Boys   R.  H.  Davis. 

Robinson  Crusoe    Daniel  De  Foe. 

William  Henry  Letters    A.  M.  Diaz. 

Story  Book  of  Science   S.  H.  Farmer. 

Matka  and  Kotik   David  Starr  Jordan. 

Water  Babies   Chas.  Kingsley. 

Jungle  Book  Rudyard  Kipling. 

Second  Jungle  Book  Rudyard  Kipling. 


37 


I'ioiiecT  History   Stories  of  the  Mississippi  Valley.. 

Chas.  McMurry. 

Crusoe's  Island    F.  A.  Ober. 

Dog  of   Flanders    Ouida. 

Trail  of  the  Sandhill  Stag E.  Seton  Thompson. 

Magellan G.  M.  Towle. 

Drake  The  Sea-King  of  Devon G.  M.  Towle. 

Vasco  de  Gaina   G.  M.  Towle. 

Heroes  and  Martyrs  of  Invention  G.  M.  Towle. 

Timothy's   Quest    Kate  D.   Wiggin. 

Polly  Oliver's  Problem   Kate  D.  Wiggin. 

Swiss   Family   Robinson    J.   D.   Wyss. 

The  Daisy  Chain  Charlotte  M.  Yonge. 

The  Trial:     More  Links  of  the  Daisy  Chain   

Charlotte  M.  Yonge. 

Pillars  of  the  House  (2  Vols.)   . .  .Charlotte  M.  Yonge. 

Boy    Hunters     Reed. 

Old  Stories  of  the  East. 


SEVENTH    YEAR 


READING: 


B  Class. 
Snowbound. 
Miles  Standish. 
Selections   from  Longfellow  and   Irving. 

Make  the  developing  and  training  of  tiie  voice  the  object 
of  frequent  and  suitable  exercise.  The  training  of 
pupils  in  reciting  declamations  may  be  made  a  part 
of  regular  lessons  in  reading,  care  being  taken  in 
the  selections.     Use  the  dictionary  freely. 

A    Class. 
Evangeline. 
Rip  Van  Winkle. 
Legend  of  Sleepy  Hollow. 
Selections   from   Holmes   and   Lowell. 

The  other  work  and  instructions  are  tiie  same  as  for  the 
B  Class. 


38 

LITERATURE: 

1.      Sii|)i)lciii(Mit;iiv   Kcadiii;^ :     (Sec   MiniUiil.  )).   IS.) 

For   innti'iial   use  lists  j>ivcn   in   coiiiicct  imi    witli   the  Geog- 
liipliy   ;m<l    History   cnui-scs.    (.Mmiiiai,   p.   81,   97.) 

2     Selections  to  be  Head   to    I'lipils:    (Sci;   .Manual,   p.    18.) 

My  Lost  Youth   Lonj^fellow. 

Abou  Ben  Adheni   Leigh  Hunt. 

To  a  Skylark   Shelley. 

Tempest  (From  David  Copperfield)    Dickens. 

Battle  of  Fort  Christina  ( Knickerbocker)   ....  Irving. 

Resignation   Longfellow. 

Rienzi's  Address  to  the  Romans   Miss  Mitford. 

To  a   Moimtain  Daisy    Burns. 

Dickens  in  Camp    Bret  Harte. 

I   Remember,   I  Remember    Thos.   Hood. 

Libert}'  or  Death Patrick  Henry. 

Independence  Bell   Unknown. 

Grandmother's    Story    of    the    Battle   of    Bunker   Hil) 

Holmes. 

Painter  of  Seville    Wilson. 

Dissertation  on  Roast  Pig    Chas.  Lamb. 

The  Storm  (Toilers  of  the  Sea)    Victor  Hugo. 

Declaration  of  Independence   Robt.  Winthrop. 

The  Bells E.  A.  Poe. 

The    American    War     Wm.    Pitt. 

Paul    Revere's   Ride    Longfellow. 

3.     Selections  for  Memorizing:      (See  Manual,  p.  19.) 

Vision  of  Sir  Launfal  (24  Lines  on  June)  ....  Lowell. 

W^estward — Columbus    Joaquin   IMiller. 

Landing  of  the   Pilgrims    Mrs.   Hemans. 

Bugle    Song    Tennyson. 

To  a  Skylark   Shelley. 

Sail  On,  0  Ship  of  State   Longfellow. 

What  Constitutes  a  State   Jones. 

Crossing  the  Bar   Tennyson. 

Sound  of   the   Sea    Longfellow. 

The  Chambered  Nautilus    Holmes. 

Song  of  Marion's  Men    Bryant. 

Warren's  Address    Pierpont. 

Daybreak   Longfellow. 

Liberty  or  Death  (Parts)    Patrick  Henry. 

Concord  Hvmn    Emerson. 


39 

Woodman,  Spare  that  Tree   Geo.  P.  Morris. 

Abou  Ben  AtUicui   Leigh  Hunt. 

He    Prayetli    Best    Coleridge. 

Tlie  Birds  of  Killingwortli    J.ongfellow. 

Sliort   (^>unt  ill  ions  on  tin-  Blackhoard. 

4.     Home-Reading  List:      (See  Manual,  p.  2(1.) 

See  lists  given  in  the  courses  in  fJeography  and  History. 

Famous  Voyagers   Sara  K.  Bolton. 

Poor  Boys  Wiio  Became  Famous  ....  Sara  K.  Bolton. 

Lives  of  Girls  Who  Became  Famous.  .Sara  K.  Bolton. 

Against  Heavy  Odds    U.   H.   Boyesen. 

Century  Book  for  Young  Americans.  .  .E.  S.  Brooks. 

Boy  Emigrants   X.  Brooks. 

Fairy-Land    of    Science    Arabella    Buckley. 

The  Winners  in  Life's  Race Arabella  Buckley. 

Zigzag  Journeys  in  l-'urope H.  Butterworth. 

Through   the   Looking-(;iass    L.  Carroll. 

Stories  from  the  Bible Alfred  J.  Church. 

Old  Times  in  the  Colonies Chas.  C.  Coflin. 

Winning  His  Way    Chas.  C.  Coffin. 

Boys  of  76    Chas.  C.  Coffin. 

Last  of  the  Mohicans  .1.  Fenimore  Cooper. 

The  Spy   J.  Fenimore  Cooper. 

Tenting   on   the   Plains    Mrs.    Eliz.   Custer. 

Two  Years  Before  the  Mast    K.  H.  Dana. 

Heroes  of  the  Crusades  A.  M.  Douglas. 

Watchfires  of  76 Sam'l  Adams  Drake. 

Home  Life  in  Colonial  Days Alice  Morse  Earl. 

Child  Life  in  Colonial  Days   Alice  Morse  Earl. 

A   Colonial    Boy    X.    1}.    Eyster. 

Colonial  Life  in  Xew  Hampshire .T.  II.  Fassett. 

The  War  for  Independence   John  Fiske. 

Coal  and  Coal  Mines    Homer  Greene. 

Life   of   Geo.   Washington    Studied   Anew 

Edw.  E.  Hale. 

With  Wolfe  in  Canada    G.  A.  Henty. 

Brief  History  of  California   Ilittcll-Faulkner. 

Java,  The  Pearl  of  the  East   .  .  .  Mrs.  .S.  .J.  lligginson. 

House  of  Seven  Gables   Xathanicl  Hawthorne. 

Knickerbocker's   History    of   Xew    ^<)rk    

Washington    Irving. 

Travels  of  Marco  Polo   T.  W.  Knox. 

Autobiography   Helen  Keller. 


40 


Fables    J.  dc  La   Fontaine. 

When  I  Was  a  Boy  in  China Yan  Phou  Lee. 

Hero  Talcs  From  American  History   

H.  C.  Lodge  and  T.  Roosevelt. 

Abandoned   Claim    F.   H.   Loughead. 

Pioneer    History    Stories    of    the    Mississippi    Valley 

C'has.   McMurrj'. 

Life  of  Washington    H.   E.   Scudder. 

Twelve  Naval  Captains   M.  E.  Seawell. 

The  American  Indians   Frederick  Starr. 

Personally  Conducted   Frank  R.  Stockton. 

Wild  Animals  I  Have  Known.  .  .  .E.  Seton  Thompson. 

Biography  of  a  Grizzly  E.  Seton  Tompson. 

Pizarro :  His  Adventures  and  Conquests  

G.  M.  Towle. 

W^abeno  the  Magician M.  Osgood  Wright. 

Armourer's   'Prentices    C.   Young. 

The  Caged  Lion   C.  Y^oung. 


EIGHTH  YEAR 

READING: 

B  Class. 
Scott,  Lady  of  the  Lake. 

Read  selections  and  memorize  some  of  the  choicest. 

A    Class. 
Smith.    Training   for   Citizenship. 

Read  and  discuss  the  important  chapters.     (See  Course  in 
History,  Manual,  p.  96.) 

LITERATURE: 

1.     Supplementary   Reading:      (See   course   in   Geography 
and  History,  Manual,  p.  81.  97.) 

2.     Selections  to  be  Read  to  Pupils:     (See  Manual,  p.  18.) 

The  Men  to  ^lake  a   State    Doane. 

Reply  to  Hayne   (Massachusetts  and  South  Carolina) 

Webster. 

The    Praver    of    Agassiz    Whittier. 


41 


The    Prisoner    for    Debt     Whittier. 

Battle  of  Waterloo   Victor  Hugo. 

The  Slave  in  the  Dismal  Swamp   Longfellow. 

Death   of   the   Flowers    Bryant. 

Elegy  in  a  Country  Churchyard   Gray. 

The   Present   Crisis    Lowell. 

How  Old  Brown  Took  Harpers  Ferry.  .E.  C.  Stedman. 
On  Good  Books  (In  Sesame  and  Lilies)    ....  Ruskin. 

Old  China  Chas.  Lamb. 

Selections  for  Memorizing:    (See  Manual,  p.   19.) 

My    Captain     Whitman. 

Thanatopsis     (Selections)     Bryant. 

A  Man's   a  Man  for  a'  That    Bums. 

Remembered    Music    Lowell. 

To   a  Water   Fowl    Bryant. 

Old   Ironsides    Holmes. 

Battle  Hymn  of  the  Republic  ....  Julia  Ward  Howe. 

Liberty    and    Union    Webster. 

Self  Dependence Matthew  Arnold. 

Address   at   Gettysburg    Lincoln. 

The  Way  to  Heaven   Holland. 

Selections  from  the  Elegy   Gray. 

True   Rest    Goethe. 

Flower  in   the   Crannied   Wall    Tennyson. 

The    Present    Crisis    (Stanzas    1.    5.    6,    11.    15,    18) 

Lowell. 

The  Hand  of  Lincoln E.  C.  Stedman. 

The  Ladder  of  St.  Augustine    Longfellow. 

The  Recessional   Kipling. 

Short  Quotations  on  the  Blackboard. 

Home-Reading  List:    (See  ^Manual,  p.  20.) 

The  Story  of  U.  S.  Grant  E.  S.  Brooks. 

Famous  Types  of  Womanhood Sara  K.  Bolton. 

Famous  Men  of  Science Sara  K.  Bolton. 

Pilgrim's    Progress     T.    Bunyan. 

Stories  from  I-^nglish  History  to  Charles  1   

A.   J.   Church. 

Stories  from  the  Bible   A.  J.  Church. 

Young  Macedonian  A.  J.  Church. 

Prince  and  Pauper  S.  Clemens  (Twain). 

Building  of  the  Nation   Chas.  C.  Coflin. 

Household  of  Sir  Thomas  Moore A.  Manning. 

Introduction  to  American  Literature  

Brander    Matthews. 


42 


I'.ird    Wii  \  s 0.    T.    Miller. 

Book  of  h'iiiiiou8  Vorse   Af^es  Repplicr. 

Sh.Tkespcare  the   Boy    William  J.  Kolfe. 

Tlie   Talisman    Walter   Scott. 

Ivanlioe     Walter    Scott. 

Treasure    Island    R.    L.    Stevenson. 

Uncle   Tom's   Cabin    Harriet   B.    Stowe. 

Tom  Sawyer   Mark  Twain. 

Life  of  Lincoln. 

Ben  Hur    L.  Wallace. 

Tales  from  Shakespeare    Charles  Lamb. 

Birds  and  Bees    J.  Burroughs. 

Scottish    Chiefs     Porter. 

Enoch  Arden  and  the  Lotus  Eaters   Tennyson. 

The    Cotter's    Saturday  Night    Burns. 

Poor  Richard's  Almanac    Franklin. 

Golden   Treasury  of  Best   Songs   and  Lyrical   Poems 

Palgi'ave. 

Rules    of    Conduct     Washington. 

Plutarch's  Lives 

Silas  Marner   Eliot. 

Vicar  of  Wakefield    Goldsmith. 

Abraham    Lincoln     Schurz. 

Sesame   and   Lilies    Ruskin. 

Don   Quixote    Cervantes. 

Ivanhoe    Scott. 

Dickens    (Select  from   his  writings) 

Les  Miserables    Hugo. 

Dialogues    Plato. 

Orations    Cicero. 

Thoughts   Marcus  Aurelius. 

Heroes   and  Hero   Worship    Carlyle. 

Essays  (Selected  parts)    Emerson. 

Essays    (Selected    parts) Bacon. 

Essays   ^lontaigne. 

Tempest    Shakespeare. 

A  Midsummer  Night's  Dream   Shakespeare. 


THE    COURSE    IN    LANGUAGE, 
COMPOSITION     AND    GRAMMAR 


With  modifications  the  course  as  herein  outlined  is  that  sug- 
gested by  McMurry  in  his  'Special  Method  in  Language"  (Mac- 
millan). 

The  language  lessons  of  the  first  four  grades  are  very  closely 
related  to  the  reading,  story  work,  nature  study,  manual  arts, 
writing,  and  spelling  of  the  same  grades. 

The  oral  work  in  stories  and  in  nature  study  is  the  best  pos- 
sible means  of  inculcating  correct  conversational  English.  At  the 
very  earliest  available  period  thoy  luOp  to  shape  the  language  of 
the  children  into  correct  and  appropriate  forms. 

But  many  errors  of  speech  have  already  crept  in  from  the 
home  and  playground,  and  the  teacher,  from  the  very  start, 
should  take  up  the  battle  in  a  quiet,  inoffensive,  but  determined 
way  against  bad  English. 

A  few  special  exercises,  as  informal  as  possil)le,  should  show 
the  beginings  of  this  .systematic  labor  in  behalf  of  a  correct  and 
pleasing  English. 

The  special  language  lessons  emphasize  correct  usage  in 
definite  channels,  but  in  every  study  and  lesson  the  teacher  nuist 
be  alert  to  put  in  i)iactice  the  teachings  of  the  language  les- 
sons as  outlined   in  the  course  of  study. 

No  outliuf.  liowever,  should  be  rigidly  followed,  but  the  les- 
sons should  be  adapted  to  the  needs  of  a  given  locality  or  class 
of   children. 

Oral  and  written  c.\crci.ses  are  definitely  outlined  lor  each 
grade,  and  these  can  be  adapted  to  the  special  needs  of  the  class. 

4S 


44 
FIRST   YEAR 

(Teaelu'is  will  lind  iiiuch  lidpful  material  in  Miss  McFadden's 
Bulletin,  "A  Course  of  .Study  in  Primary  Languajrc  and  Handbook 
to   the   State   Text."      [State    Normal    School.    Siin    Francisco.]) 

1.  Exercises  preliminary  to  the  formal  language  work. 

(a)  Stories  from  good  iiteratiue,  presented  orally 
and  reproduced  by  the  children;  e.  g.,  such  stories 
as  The  Three  Bears,  The  Ugly  Duckling,  The  Dis- 
contented Pine  Tree. 

(b).  Nature-study  observations  of  plants  and  flow- 
ers, squirrels,  butterflies,  bumblebees.  Work  in  the 
garden  or  excursions  to  the  fields  and  woods.  All 
these,  after  they  have  become  familiar  in  nature- 
study,  may  be  used  for  short  language  lessons. 

2.  Drawing  pictures   and   writing   words   and   short   sen- 

tences to  illustrate  stories  such  as:  The  Old  Woman 
and  the  Pig,  Cinderella,  Hiawatha,  The  Apple  Tree 
Branch. 

3.  Descriptions  of  good  pictures  by  the  children.     A  pic- 

ture often  suggests  a  story  or  a  scene  in  a  story. 
By  suggestion  the  teacher  may  get  good  responses. 
In  De  Garmo's  "Language  Lessons,"  Book  1,  are 
many  illustrations. 

4.  Copying  of   words   and   very   simple   sentences   chosen 

by  the  teacher  from  the  reading  or  other  lessons. 
Let  the  children's  writing  at  the  board  be  large  and 
free.  Very  simple  sentences  current  in  the  other  les- 
sons may  be  dictated  by  the  teacher. 

5.  Exercises   in   the   use   of   a   and   an   with   nouns:      an 

apple,  an  orange,  an  eagle,  a  tree,  a  man.  etc.  (Not 
much   time  needed.) 

6.  Use  of  common  verbs  to  agree  with  singular  and  plural 

nouns  as  siibjects;  as,  is  and  are,  was  and  were;  e.  g.. 
The  four  musicians  were  singing.  Note  also  the 
correct  use  of  there  is  and  there  are  in  sentences; 
as,  There  are  dangers  by  the  way.  In  this  kind  of 
work  very  brief  exercises  are  needed,  but  there  must 
be  constant  watchfulness  to  secure  correct  usage  in 
all  lessons.  (See  chapter  of  Illustrative  Lessons  in 
Mc^Iurry's  "Special  Method  in  Language.") 


45 

7.  The  use  of  correct  forms  of  personal  pronouns  as  sub- 

jects and  objects  in  sentences  ;e.  g.  Mary  and  I  were 
playing.  Philip  and  I  sat  together.  Tell  John  and 
me  a  story.  Xo  reasons  are  assigned,  but  the  cor- 
rect form  given  and  recjuired  till  use  is  settled.  (See 
chapter  of  Illustrative  Lessons.) 

8.  Correct  and  avoid  the  use  of  ain't,  have  got,  and  had 

ought.  In  correcting,  use  the  proper  fonns  and  keep 
them  before  the  children,  e.  g..  The  fir  tree  isn't  large, 
^'ou  ought  not  to  go.  Ought  they  not  to  speak 
(|iii('tly '! 

9.  Teach    the   proper   use   and   spelling   of   the    following 

homonyms: 

hear  —  here  hour  —  our  know  —  no 

write  —  right       son  —  sun  their  —  there 

eye  —  I  to  —  too  —  two        be  —  bee 

Various  devices  may  be  used  in  drilling  upon  these  words. 
I'se  cards  with  the  words  and  call  for  meanings  or 
sentences.  (See  chapter  of  Illustrative  Lessons  in 
McMurry's    "Special  Method   in  Language.") 

10.  Abbreviations. 

Use  Mr.  and  Mrs.,  Dr.  and  St.  Write  on  the  board  short 
phrases  and  sentences  with  these  abbreviations: 
as,  Mr.   and   Mrs.   Brown. 

11.  Use  of  the  ])crio(l  in  sentences  and  abbreviations;  also 

the   (juestion    mark,    the   possessive   form   with   apos- 
trophe, and  ca])itals. 
Notice    freijuently    the    use    of    these    marks    in    the    book 
and   in    board   work   as  a   preparation    for  use. 

12.  Spelling. 

Have  fre(|U('iit  exercises  in  the  written  spelling  of  words  oc- 
curing  in  the  reading,  nature-study,  and  other  les- 
sons. Select,  at  first,  the  most  common  words.  For 
seat  work  copy  such  lists.  See  the  course  in  Spelling, 
First  Tirade.   (Manual,  p.  7;{.) 

13.  Writing. 

(a).  Observation  of  teacher's  written  work  at  the 
l)oan!   iiHil    lre(|iient    exercises  in  this   freehand  board 


46 

woi'k.    l;irjiclv    in    iini1;itinn    ol'    tlic    teacher. 
(h).     ( '()|)yiii;^  <tt'   wonls  and   seiileiiees   placed   on   tlio 
l)()inil   liy  tlio  teaclicr. 

{(■).  ('()|)yin}4  sliort  exercises  from  tlie  first  reader, 
(d).  Copying  iiieiiiorized  selections  and  sliort  pas- 
sages from   iiiei y. 

Apply  spellinj;  and  punctuation  to  all  tliese  written 
exercises. 

While  these  are  called  formal  language  lessons,  they  should 
be  as  informal  as  may  be. 

Children  should  be  encouraged  to  freedom  and  confi- 
dence in  speaking  and  writing.  The  necessary  cor- 
rections and  drills  should  be  kept  within  the  chan- 
nels of  spontaneous  activity.  As  ifr.  0.  T.  Bright 
says:  '"Children  in  the  first  grade  cannot  study. 
They  want  something  to  do."  The  blackboard  and  the 
seat  work  should  be  the  outlet  for  this  natural  im- 
pulse. 


SECOND  YEAR 

(Teachers  will         find         helpful         material 

in     the     State  Series,     "Steps     in  English,'"     Book 

I,   also   in   Miss  McFadden's   "Bulletin   on   Language 
Teaching.'" ) 

1.  Use  of  this  and  that,  these  and  those,  as.  this  kind  of 

apples,  that  sort  of  men:  these  kinds  of  cloth,  those 
sorts  of  people. 
Correct   and   avoid   such    expressions   as.    these    kind,   those 
sort,    them    kind,    and    them    boys. 

2.  Correct  use  of  adverbs. 

Slowly,   quickly,   well;    e.   g.   He    is    working   slowly. 

John  acts  quickly.     The  boys  are  writing  well. 
Show    the    proper    use    of    corresponding    adjectives:     slow 

work,   good   writing,    quick    action. 
Correct   such   expressions   as,   He   is   running   slow.      Mary 

wrote  good.     John  speaks  rapid. 

3.  The  use  of  correct  forms  of  pronouns  after  is  and  was; 
also  after  verbs  and  prepositions:  e.  g..  It  is  I.  The 
candy   is   for   INIarv  and  me.     It   was   she  that    rode 


47 

past.     It   was  they   wlio   lau^'hed.     It   was  we   that 
are  to  blame. 
Correct  such  errors  as  the  following:     He  told  John  and  I 
to  return.      It   was  Mary  and   nie.     It   was  you   who 
was  talkiii<;. 

4.  Practice  upnii  tlic  followiiiji  hoiuonynis: 

meat  —  meet  aunt  —  ant  ate  —  eijiht 

buy  —  l)y  Hower  —  flour  grate  ~-  great 

knew  —  new  sea  —  see  sent  —  cent 

steal  —  steel  tail   —  tale 

Mring  into  these  e.xercises  any  other  homonyms  that  ap- 
pear in  the  regular  studies  of  the  grade. 

Notice  the  widely  different  meanings  and  make  simple 
sentences  showing  their  proper  use.  as.  The  grate 
was  broken,     (ireat  trouble  came  to  him. 

5.  L'se   of   Comparatives   and    Superlatives    in    adjectives; 

as,  taller  and  tallest.  1  have  the  larger  book  (of  the 
two).  Edith  is  the  tallest  girl  in  school.  Avoid 
the  use  of  the  superlative  in  comparison  of  two 
persons    or    things. 

6.  Correct  use  of 

Learn  and  teach;    as.  Teach   me  the  lesson. 
Don't  and  Doesn't;  as,  .lohn  doesn't  know  his  lesson. 
Off  and  Of;   as.  Clear  off  the  top  of  the  table. 
Shall    and   will   in    simple   cases;    as.   Shall    f   conu»? 
not,  W'\]\  1  conu'? 
Avoid   also  the   wi'ong  use   «it'  can;    as.  Can    1    do   it?     ('an 
we   play    witli    the   iluljs? 

7.  Abbreviations. 

Review  llidse  of  tlie  tirsl  grade  and  add  llic  following: 
Ct..  do/..,  abbreviations  of  names  of  days  of  the  week 
and  iiiontlis  of  the  year.  A|)idy  these  abbreviations 
to  otiier  studies  aiid  add  to  I  lie  list  others  used  in 
any    school    work    of    this    grade. 

8.  Use  of  Capital  Letters. 

In    begiiuiiiig    sentences   and    in    projter    names. 

The   first    word    in    lini's  of   poetry   and   in   direct    i|UO- 

tations. 


48 


In  (lalos.  (lays  of  the  week,  months,  and  in  addresses 
and  titles. 

Let  each  child  leaiii  to  write  his  own  name  and  ad- 
dress. 

In  all  the  written  wcjrk  of  the  school  Jipplv  the 
correct  usage  of  cajiitals  and  al)i)reviations. 

9.     Copy    carefully   memorized   verses   and   proverbs,   with 
attention  to  capitals,  punctuation  and  spelling. 

10.  Use  of  Quotation  Marks. 

Give  examples  of  quotations  and  their  markings,  using 
familiar  passages  in  literature,  poems,  etc. 

Use  of  the  comma  in  series  and  in  addresses. 

Notice  in  readers  used,  the  different  marks  of  punctuation; 
as,  question  mark,  period,  comma,  and  quotation 
marks. 

Apply  these  to  written  work  at  board  and  on  paper. 

11.  Make  a  studv  of  the  following  irregular  verbs: 


break 

broke 

broken 

begin 

began 

begun 

come 

came 

come 

drink 

diank 

drunk  or  drunken 

do 

did 

done 

sing 

sang,  sung 

sung 

eat 

ate 

eaten 

go 

went 

gone 

see 

saw 

seen 

sit 

sat 

sat 

tear 

tore 

torn 

teach 

taught 

taught 

write 

wrote 

written 

speak 

spoke 

spoken 

lie 

lav 

lain 

The  above  are  given  as  some  of  the  most  common  and 
involve  many  of  the  more  frequent  errors. 

In  practicing  the  correct  use  of  irregular  verbs  we  may 
aim  directly  at  these  errors. 

One  of  the  most  common  faults  is  in  confusing  and  inter- 
changing the  past  tense  and  past  participle. 

Interesting  and  lively  exercises  may  be  devised  for  illus- 
trating the  use  of  such  verbs.     First  ask  the  ques- 


49 

tion:  What  did  you  drink?  I  drank  a  glass  of 
water.  What  have  you  done  witli  the  milk?  i 
have  drunk  it. 
Devise  various  questions  for  brin^ring  out  the  dillVnnit 
forms;  thus,  use  have  or  had  with  the  verb  break. 
Use  the  word  break  with  yesterday  or  tomorrow 
(See  chapter  of  Illustrative  Lessons  in  McMurry's 
"Special   Mctiiod   in    Language.") 

12.    Written  Language. 

Parts  of  the  Kobinsun  Crusoe,  lliuwatha  stories,  nature- 
study,  and  history  lessons  furnish  good  thought  ma- 
terial for  sentence  work  at  the  board. 

New  and  difficult  words  from  any  of  the  lessons  may  be 
placed  on  the  board  and  made  the  basis  of  written 
sentence  work. 

In  written  language  work  there  are  many  devices  for  re- 
viewing previous  lessons. 

(a)  Sentences  are  asked  for,  containing  irregular 
verbs  or  j)ronouns,  adjectives  and  adverbs. 

(b)  Such  sentences  as  the  following  may  be  changed 
throughout  to  the  plural  form:  The  boy  that  is 
riding  his  wheel  has   lost  his  way. 

(c)  Sentences  with  blanks  are  to  be  filled  out  and 

copied;   as,  The  boy  is  than  his  sister  and 

than  his  brother. 

(d).  Short  stories  may  be  written  from  memory 
after  a  series  of  sentences  containing  the  story 
has  been  placed  on  the  board,  examined  and  erased, 
(e).  Dictation  exercises  given  by  the  teacher  may 
test  many  forms  of  words,  punctuation,  spelling,  and 
abbreviations. 
In  all  the  work  of  the  second  grade  the  sentences  should 
be  slioit  ;mil  siiii|)l('.  tlic  exercises  brief  and  varied. 
i-^et  the  iliildicii  use  the  crayon  or  pencil  freely  with 
a  large  movcincnt. 

THIRD   YEAR 

(Text— state  Series,  "Steps  in  English."   Limits,  p.  ll-S;}). 
(See  Miss  McFadden's   "Bulletin  on  Language  Teaching.") 

(Note:  The  teacher  should  select  only  the  lessons  in  lUo 
prescribed    text    which    bear    on    the    outlines    of    the 


50 


work  ;;iv(>n  below,  nor  should  these  lessons  be  taken 
necessarily  in  the  se(|uen<e  {jiven.  The  teacher  should 
also  draw  on  other  texts  ami  sources  for  further 
material.) 

I.     Irregular  Verbs. 


choose 

chose 

chosen 

tly 

Hew 

flown 

freeze 

froze 

frozen 

give 

gave 

given 

get 

got 

gotten  or  got 

ride 

rode 

ridden 

rise 

rose 

risen 

ring 

rang, 

rung 

rung 

steal 

stole 

stolen 

take 

took 

taken 

wear 

wore 

worn 

throw 

threw 

thrown 

burst 

burst 

(bursted) 

burst  (bursted 

dig 

dug    (digged) 

dug  (digged) 

sing 

sang, 

sung 

sung 

stay 

staid. 

stayed 

staid,  stayed 

win 

won 

won 

Make  sentences  to  illustrate  the  different  forms.     Use  the 
verbs  also  with  adverbs. 

2.  Illustrate  the  use  of  the  apostrophe  with  the  posses- 

sive singular  and  plural;  e.  g.,  boys'  hats.  Examine 
the  readers  for  examples  of  the  use  of  the  apostrophe 
with  possessives. 
Dictate  written  phrases  and  sentences  in  the  use  of  the 
possessive;  as,  John's  knife.  Mary's  doll,  Charles' 
books. 

3.  Abbreviations. 

Capt.,  Col.,  A.  M.,  P.  M.,  Rev.,  P.  0..  P.  S..  isn't,  hasn't, 

don't,  and  other  contractions. 
Use  these  abbreviations  and  contractions  in  sentences,  and 

apply  them  to  written  work. 
Review  the  abbreviations  of   first   and   second   grades. 


4.    Writing  Letters. 
Introduce  the  children  to  letter-writing  to  friends. 


51 


Dirt'il  tliciii  in  the  preparatimi  of  letters  -to  Ite  sent  Ijy 
mail.  Let  them  be  slioit.  but  neat  and  aecurate  in 
|iuiic  Illation,  capitals,  ete.  The  letters  should  not 
only  he  ])n'j)an'(l  hut  also  mailed  occasionally. 

Work  out  a  lull  icttt-r  at  the  board,  selecting  topics  that 
interest  children. 

5.     Short    Written   Exercises    (on   the   blackboard)    drawn 
I  a.  I      I'loni    nature-study    lessons   and   excursions; 
(b.)      from    history    stories; 

(c.)      from    stories    in    literature;    as,   the   Cireek   and 
Norse  myths. 
Apply  j)revious  lessons  on  (•ai)itals,  punctuation,  and  spell- 


6.  Study   the   following,'   homonyms: 

sail  —  sale  pail  —  pale  weak  —  week 

hair  —  hare  whole  —  hole         won  —  one 

berry  —  bury  bouj^h  —  bow        forth  —  fourth 

idle  —  idol  heal  —  heel  him  —  hymn 

pair  —  ])ear  —  pare  rode  —  road  —  rowed 

A  few  of  the  drills  in  workiuf,'  with  homonyms  may  be 
suggested  as  follows: 

(a.)     Give   out    the    words   orally,   and    call    for    sen- 
tences   illustrating   the   dilferent    uses, 
(b.)      Pronounce  the   words  and   call    for   s|)flling  and 
explanation  of  meanings. 

(c.)      Write  the  words  upon  cards  and  let  tlic  children 
interpret   them   at    sight. 

(d.)      Recall    curious    mistakes    in    the    use    of    homo- 
nyms. 

7.  Short   Written  Papers. 

First  work  out  with  the  children  a  series  of  sinipU'  sen- 
tences from  a  familiar  story  or  nature  lesson.  Place 
these  sentences  on  the  board  and  examine  the  spell- 
ing, capitals,  and  punctuation. 

In  the  first  etl'orts  of  children  such  senteiu-es  nuiy  be  copied 
from  the  board.  Later  they  may  be  reproduced  in 
substance   from   memory. 

8.  Correct    the    following  common   eirors   in   sj>ei'ch: 

(a.)      The    relative    and    interrogative    pronouns    who 


52 

and  whom;  as,  Whom  did  you  meet?  instead  of 
Who  did  you  meet?  Whom  did  you  call  for?  etc. 
<b.)  Each  and  every  one,  either  and  neither.  These 
words  are  often  wroiifj:ly  used  with  a  plural  verb; 
as,  Every  one  of  the  boys  are  present.  Neither  of 
those  flowers  are  beautiful. 

(c.)  Review  the  use  of  may  and  can,  shall  and  will, 
(d.)  Review  the  personal  pronouns  I  and  me,  we 
and  us,  with  verbs. 

(e.)  Give  pronunciation  drills  on  words  carelessly  used: 
"take  em"  (them);  ''saw  im"  (him);  "that  chew" 
(that  you)  ;  "lookin"  (looking)  ;  "governer"  (gov- 
ernor). Have  the  children  help  make  a  list  of  such 
inaccuracies. 
Be  on  the  watch  for  such  forms  as,  "slung,"  "busted," 
'•where  is  it  at,"  "what"  for  "which"  or  "that,"  "my 
book  is  to  home,"  "waiting  on  you" (waiting  for  you), 
"I  taken  it,"  etc. 

9.  The  correct  use  of  predicate  adjectives  instead  of  ad- 
verbs after  seem,  appear,  smell,  taste,  and  feel; 
as,  The  apple  tastes  good  (not  well).  I  feel  bad 
(not  badly).  The  fruit  smells  sweet  (not  sweetly). 
In  correcting  all  of  these  common  errors  of  speech  it  is  ad- 
vantageous to  keep  a  list  of  the  correct  phrases  and 
sentences  on  the  blackboard  before  the  eyes  of  the 
children  for  a  period  of  time,  with  occasional  drills 
or  references  to  them  for  the  sake  of  emphasis. 

10.  Spelling. 

Make  out  lists  of  new  or  difficult  words  for  spelling  ex- 
ercises taken  from  the  stories,  reading,  nature-study, 
and  geography. 

(a.)  Such  lists,  placed  on  the  board,  may  be  used 
for  pronunciation  and  copying  till  they  are  familiar. 

(b.)     Pronounce  such  words  for  oral  spelling. 

(c.)  Dictate  such  words  singly  or  in  sentences 
for  written  work. 

(d.)  See  the  course  in  Spelling,  Third  Year,  Manual, 
p.  74.) 

11.  Write  familiar  poems  from  memory.     Apply  the  pre- 

vious lessons  on  punctuation.     Before  writing  study 


53 

the  punctuation,  oapitals.  and  spelling  of  such  pas- 
sages in  the  original. 

12.  Simple  Contractions. 

I'll,  I'm,  isn't,  aren't,  hasn't,  can't,  you'll,  it's,  I've, 
there's,  and  others:  e.  g.  I'll  go  if  it  isn't  too  late. 
Give  many  illustrations  until  the  forms  are  known. 
Dictate  sentences  for  writing,  involving  these  forms. 
Examine  in  dialogue  and  dramatic  stories  the  fre- 
quent   use   of   these  abbreviated   forms. 

13.  Give  daily  drill.s  on  the  forms.     Text  p.  6-8. 


FOURTH  YEAR 

(Text— state  Series,  'Steps  in  English,"  Book  1.  Limits,  p.  84-158.) 
(See  Miss  McFadden's  "Bulletin  on  Language  Teaching.") 

(Note:  The  teacher  should  select  only  those  lessons  in 
the  prescribed  text  which  bear  on  the  outlines  given 
below,  nor  is  it  necessary  to  take  these  lessons  in 
the  sequence  given.  The  teacher  .should  also  draw  on 
other  texts  and  sources  for  other  material.) 

1.     Composition. 
Careful  work  in  .simple  composing  can  be  undertaken  in  this 
grade. 

(a.)  The  outlines  previously  made  out  in  the  oral  treat- 
ment of  history  stories  and  geography  topics,  manual 
arts,  and  nature-study  supply  a  good  basis  for  short 
compositions.  Two  or  three  topics  of  an  outline 
may  be  worked  out  in  distinct  paragraphs  with 
proper  attention  to  margins,  indentation,  capitals, 
and  punctuation.  (See  chapter  of  Illustrative  Les- 
sons in  McMurry's  "Special  Method  in  Language.") 
(b.)  (Ireater  freedom  in  outlining  and  in  composing 
can  be  allowed  in  writing  <les(ri])tions  of  jM-rsonal 
experiences  of  cliildrcn  upon  excursions  aTid  picnics. 
After  looking  over  such  pa|)crs  the  teacher  should  use  the 
blackboanl  freely  in  revising  errors  of  sentence  con- 
struction, choice  of  words,  paragraphing,  spelling, 
and  markings. 

I' or  further  suggestions  of  method  .see  chapter  of  Illustra- 
tive Lessons. 


54 

2.  (ii.|     'I'lir  idircit   uses  of  who,  which,  aiul  that  as  re- 

hilivc  iMoiumns,  c.  <^..  The  lady  whom  we  met  is  sick. 
'I'lic  hoy  that  (or  vvlio)  was  here  is  very  bright.  The 
slicep  tliat  (or  whicli)  was  in  the  pasture  is  lost, 
(b.)  The  proper  use  of  in  and  into  in  sentences:  e.  g. 
Tom  fell  into  the  pond.  The  l)oat  was  in  tlie  water. 
|c.)  Illustrate  the  use  of  the  possessive  singular 
and    pluial    nouns;    as,   The   dog's  ears,  Charles'   hat. 

3.  Homonyms. 

ball  —  bawl  choir  —  quire  gait  —  gate 

hall  —  haul  peace  —  piece  seen  —  scene 

false  —  faults  Ilea  —  tiee  heard  —  herd 

oar  —  o'er  —  ore  waist  —  waste 

Study    the    meanings    of   these    words    and    illustrate    their 

use  in  sentences. 
Give  a  series  of   lessons   in  the  spelling  and   meanings  of 

homonyms,    including    those    studied    in    the    earlier 

grades. 

4.  Develop   from   numerous  examples  the  chief  rules   for 

forming    the    plurals    of    nouns. 

(a.)     Cases  in  which   s  is  added;   as,  horse — horses; 

cat — cats;    bonnet — bonnets. 

(b.)     Adding    es:     as.    box — boxes;     grass — grasses; 

church— churches. 

(c.)     Clianging    f    to    v    and    adding    es;    as,    leaf — 

leaves;   half — halves. 
As    a    basis    for    deriving    these    rules    make    long    lists    of 

illustrations  of  each  group  from  familiar  words. 
In  applying  the  rules,   (a)   dictate  words  and  call  for  both 

forms;    (b)  change  all  the  words  in  a  given  sentence 

or  paragraph  to  the  corresponding  singular  or  plural. 

5.  Abbreviations  as  follows:    etc.,  sec,  min.,  hr.,   in.,   ft., 

pt.,  gal.,  bbl.,  U.  S.,  D.  C,  R.  R.,  Dr.,  Amt. 
Add  to  this  list   the  abbreviations  that  spring  up  in  any 
of   the    studies    and    a    review    of    those    in    previous 
grades. 

6.  Avoid  the  following  incorrect  usages:  Like  for  as;  e.  g. 

He  plays  as  Henry  does.     Without  for  unless;   e.  g. 
Do  not  go  unless  your  fatlier  permits   (not,  without 


55 


your  father  permits).  Good  ways  or  long  ways  for 
long  way:  e.  g.  (ieorge  is  a  lonj.'  way  from  home 
(not,  long  ways).  Some  for  somewhat;  i-.  g.  He 
is  somewhat  deaf  (not,  some  deaf). 


7.     Irregular  verbs. 

see  saw 

come  came 

do  did 

go  went 

take  took 

sit  sat 

set  set 

lay  laid 

shake  shook 


seen 

tome 

done 

gone 

taken 

sat 

set 

laid 

shaken 


Review  the  uses  of  there  is  and  there  are.  there  was  and 
there  were. 

8.     Punctuation, 
observe  the  use  of  various  |iuiutuation  marks  in  the  readers, 

arithmetics,  and  other  books. 
Notice  the  use  of  the  exclamation  point,  (piotation  marks, 

the  comma  in  series,  in  atidressos.  and  in  setting  off 

clauses  and  phrases. 
Apply   tliese  punctuation    marks   in   written   work. 

!».     Contractions. 

O'clock,  'tis,  it's,  I've,  ne'er,  he's,  shouldn't,  couldn't, 
shan't,   won't,   wouldn't,   can't,   what's,   that's. 

10.     Introduction  to  the  u.se  of  the  Dictionary. 

Mastery  of  the  alphabet  in  order. 

How  to  trace  up  words  in  dictionary. 

The    markings    of    vowels,    diphthong-^,    and    consonants    in 

the  dictionary. 
Syllabiticatioii   and   accent. 

The  interpretation   of  deliuitions  tu   lit   tlic  cciiitcxt. 
Systematic   lessons  are    needed 

(a.)      in   tile   correct    pronunciation   of   vowel    sounds. 

(b.)     on    the  diacritical    markings   in   flic  dictionary. 

(c.)      upon   well-selected   words   for   dictionary   study. 

See  chapter  of  lllustrat iv<'   Lessons. 


56 

11.  Synonyms    and    antonyms;     c    g.    large — big — great; 

little--sniall— diniiuutive ;    angry — vexed— indignant ; 
liberty — slavery — slavery    or    bondage;    proud — hum- 
ble;   strong — weak. 
Frame    sentences    showing    these    similar    and    contrasted 
meanings. 

12.  Correction    of    common    errors    heard    outside    of    the 

school ;  e.  g.  ain't,  seen    for  saw,  done  for  did,  you 
was  for  you  were,  she  don't  for  she  doesn't,  as  lieves 
for  as  lief. 
Keep  the  correct  forms  before  the  eyes  and  in  the  hearing 
of  pupils  as  mvu'h  as  possible. 

13.  Spelling  of  new  and  difficult  words  gathered  from  the 

lessons  in  history,  geography,  reading,  nature-study, 
and  arithmetic. 

Use  the  lists  of  words  derived  from  these  studies  for  dic- 
tionary work  and  for  spelling. 

See  the  course  in  Spelling,  Fourth  Year,  Manual,  p.  74. 

14.  Make  a  free  but  informal  use  of  the  terms  verb,  noun, 

and  names  of  other  parts  of  speech  in  etymology; 
also  subject,  predicate,  and  modifier  without  for- 
mal definition,  as  occasion  natiually  arises  in  all 
studies. 

15.  Give  daily  drills  on  the  forms,  text   p.  6-8. 


FIFTH  YEAR 

Text — State    Series,    English    Lessons,    Book    I.      Limits, 

p.  158-240.) 

(See  Miss  McFadden's  '"Bulletin  on  Language  Teaching.") 

(Note:  The  teacher  should  hold  herself  free  to  omit  any 
portion  of  the  prescribed  text  which  does  not  con- 
tribute to  the  work  outlined.  She  should  be  care- 
ful not  to  impose  any  formal  grammar  upon  chil- 
dren of  this  grade  tliough  parts  of  speech  should  be 
called  by  their  grammatical  names  and  through  their 
composition  work  children  of  this  grade  should 
recognize  phrases  and  clauses  and  to  a  degree  learn 
to  know  their  relation  in  the  sentence.  The  teacher 
should  draw  material  from  other  texts  and  sources.) 


57 

Efficient  use  of  language  depends  chietly  upon  the  con- 
stant attention  given  to  correct  speech  and  written 
work  in  other  studies. 

In  the  fifth  grade  there  should  be  special  care  to  apply 
all  the  forms  of  correct  language  taught  in  the  pre- 
vious  grades. 

So  important  is  this  application  that  advanced  language 
work  could  better  be  neglected  than  this  faithful 
review  overlooked. 

As  a  means  of  directing  attention  to  this  review  and 
application  of  previous  lessons,  the  first  two  or  three 
months  of  the  fifth  grade  might  well  be  given  to 
such  review  drills. 

This  insistence  upon  correct  usage  applies  also  to  the  varied 
forms  of  oral  work  in  fifth  grade,  such  as  the  oral 
narratives  in  history,  the  reproductions  of  geography, 
the  reports  on  nature-study,  and  to  all  other  forms 
of  recitation  work  as  well  as  to  any  written  papers 
and  examinations.  In  all  these,  perpetual  attention 
to  correct  forms  is  necessary. 

1.  Composition. 

At  this  age  the  compositions  should  begin  to  show  some 
degree  of  skill  in  the  full,  accurate  and  apt  expres- 
sion of  thought.  The  topics  upon  which  children  are 
asked  to  write  should  be  selected  with  a  view  to  the 
knowledge  and  preferences  of  the  children.  Biog- 
raphy, travel,  and  lively  story  appeal  to  many,  while 
nature-study,  machines,  and  inventions  may  interest 
others. 

The  full  outlines  furnished  by  the  history  stories  and 
geographical  types  furnish  an  excellent  basis  for 
a  part  of  the  compositions. 

For  example  of  this,  see  the  chai)ter  of  Illustrative  Lessons. 

Exercise  care  in  spelling,  capitals,  and  pimct nation. 

2.  Spelling  exercises  nuiy  be  derived  from 

(a.)     mistakes   in   the   composition   papers: 
(b.)     difficult   and   new   words   in   reading  and   other 
lessons; 

(c. )     reviews    of    other    lessons    on    homonyms,    con- 
tractions,   abbreviations,    and    rules    for    plurals. 


58 

(d)  Sec  coiiisc  ill  Spelling.  Fiftli  Year.  Manual, 
p.    74. 

3.  Tiic  paraplirasiiifr  of  familiar  stories  and  poems  from 

iiu'inory  provides  a  lively  kind  of  board  or  seat  work 
in  which  faults  in  language  and  composition  can  be 
quickly  corrected.  (iive  freedom  of  expression. 
Criticise  the  work  in  class  and  compare  with  the 
original  in  thought  and  language. 

4.  Business  Letters  and  Social  Forms. 
Standard  forms  of  letters  should  be  mastered. 

Letters  of  invitation  and  declination  as  are  usually  given  in 
the  language  l)ooks. 

Bills  and  receipts,  inspection  of  customary  bills  and  busi- 
ness papers.     Write  out  the  forms. 

In  all  these  forms  require  accuracy  and   neatness. 

5.  Inspection  of  punctuation  as  found  in  the  readers  and 

other  text-books. 
Develop    and    illustrate    the    chief  rules     for    the  use    of 

capitals,  commas,  apostrophes,  and  quotation  marks. 
Give  dictation  exercises  to  test  the  use  of  these  markings. 
Punctuate  poems  and  prose  passages  taken   from  authors 

and  then  compare  with  the  original. 

6.  Irregular  Verbs. 

Review  the   full  table  of  irregular   verbs  and  their  parts. 

Make  a  special  study  of  the  harder  verbs;  as,  lie  and  lay, 
sit  and  set,  to  be,  do,  fly,  get;  and  the  auxiliaries 
shall  and  will,  may  and  can. 

Make  many  sentences,  to  illustrate  and  confirm  these  va- 
rious uses. 

7.  Homonyms  and  Synonyms. 

cellar  —  seller  chews  —  choose  colonel  — •  kernel 

creak  —  creek  hose  —  hoes  in  —  inn 

lesson  —  lessen  mail  —  male  night  —  knight 

pedal  — ■  peddle  plain  —  plane  alter  —  altar 

all  —  awl  aloud  —  allowed  been  —  bin 

fir  — •  fur  soul  —  sole  tacks  —  tax 

Give  various  dictation  and  drill  exercises  for  the  spelling, 
meaning  and  use  of  these  words. 


59 

8.  Abbreviations:     Acct..    Hon.,   <iov..    Pros..   Co.,  Jr.,   St., 

M.D.,   Prof.,  Supt.,  Maj..   Sen..   Kep..   Mes.srs. 
Review  earlier  abbreviations. 
Review   eontraefions   and    illustrate    tlieir   use   in   sentences 

and  in  conversation. 

9.  Correction  of  errors  lieard  out  of  school. 
These  to  be  reported  and  di.scussed  in  class. 

Op])(irt unity   t<i   review  earlier   lessons. 

10.  Use  of  Dictionary. 

Regular    exercises    in    dictionary    interpretations. 

Words   for   these   lessons   derived    from   other   studies;    as. 

reading,  geography,   history,  and  science. 
Review     of    dictionary     markings     for    pronunciation    and 

accent. 
Drills    upon  vowel  and  consonant   sounds. 
List  of  prefixes  and  sullixes.  and  their  meaning. 
Root     words  and  derived  words  illustrated. 
Children,    after   a    few    of    these    lessons,    should    begin    to 

use   small   dictionaries   as   reference   for   self-help   in 

reading  and  other  studies. 

11.  (;ive  daily  drill  on  the  forms  in  the  text  p.  6-8. 

SIXTH   YEAR 

(Text — State    Series,    Knglish     Lessons,    Mook    11.      Limits, 
p.  223-:308.) 

(Note:  Teachers  should  not  hesitate  to  omit  lessons  in  the 
prescribed  text  which  do  not  contribute  to  the  work 
outlined,  or  to  draw  on  other  texts  for  suitable  ma- 
terial.) 

1.     Independent   Use  of  the  Dictionary. 

Regular  use  of  the  dictionary  with  a>^igmiients  for  dic- 
tionary study  ill  leailiiig  and  language  lessons. 
How   to   use   the   dictionary   appendix. 

Caiefiil  re\  ie\\  of  pliniiics  ami  ilrill  in  I  lie  correct  use  <if 
sounds.      Diacritical    marks. 

Syllabiti<-ati<)n  and  aiceiit   nf  words. 

Teach    the    use    of    cycloiicdias    ainl    other    rcfi'ifiice    books. 


60 

Irit  roduiiiif,'  children  to  an  easy  and  intelligent 
use  of  reference  l)ook.s  is  one  of  the  most  important 
points  in  cultivating  proper  liabits  of  study.  Kvon 
the  supplementary  readers  in  history,  geograpliy, 
and  nature-study  will  be  used  more  wisely  after 
thoughtful  and  suggestive  pointers  by  the  teacher. 
Even  a  small  library  of  reference  books  may  be  made  of 
great  value  to  children,  if  they  are  taught  to  use 
it  properly. 

2.  Spelling. 

The  problem  of  spelling  should  be  attacked  from  several 
sides    and    systematically. 

(a.)     Lists    of    new    and    difficult    words    should    be 
carefully   selected   from   the   usual   lessons   in   other 
studies  and  used   for  oral  and  written  drills. 
(b.)     In  composition  work  of  all  kinds  the  dictionary 
should  be  used  for  doubtful  words, 
(c.)     The  simple  rules  for  spelling  classes  of  words 
should  be  developed  from   full  lists  of  examples. 
Formation  of  the  plurals  of  nouns. 
Words  ending  in  f,  1,  and  s. 

Monosyllables  and  words  accented  on  the  last  syllable. 
Words  ending  in  e. 

(d.)     See   course   in    Spelling,    Sixth    Year.    Manual, 
p.  74. 

3.  Derivatives  of  words  used  in  reading,  arithmetic,  and 

other  studies. 

Common  root  words  and  their  derivatives  grouped;  as, 
come,  become,  income,  coming,  comely;  thought, 
thoughtful,  thoughtless,  bethought;  see,  seeing,  un- 
seen, foresee,  seer,  see-saw. 

Notice  prefixes  and   suffixes  in  forming  derivatives. 

4.  Composition. 

Instruction  in  outlining  subjects. 

Illustrate  with  new  topics  from  general  lessons  and  sub- 
jects of  special  interest,  which  are  outlined  before  the 
class. 

Critici.se  also  in  class  outlines  made  by  the  children. 

Base  compositions  on 

(a.)      reference  topics   in  geograpliy   and  history; 


61 

(b.)     reports  on  the  lives  of  authors  whose  works  are 
studied   in   tlie   reading   lessons ; 

(c.)     debates   iii   which   arguments  are   presented   on 
both  sides ; 

(d.)     topics  in  which   individuals  show  a   strong  in- 
terest ;   as  in  science,  music,  mechanics,  etc. 

5.  Letters  and  Correspondence  based  upon 

(a.)     descriptions  of  travel  and  historical  scenes: 
(b.)     visits  to  places  of  interest;  as  museums,  parks, 
churches,  j)ublic  buildings; 
(c.)     home  letters  to  parents  and  others: 
(d.)     business  letters,  telegrams,  advertisements,  etc, 

6.  Correction  of  prevailing  incorrect  speech.     Avoid  com- 

mon absurdities  and  extravagances;  as,  how  tor  what, 
if  for  whether,  and  the  frequent  use  of  awful,  dread- 
ful, perfectly  charming,  immense. 
Discuss  freely  the  use  of  slang.     Like  swearing,   it   shows 
over-emphasis  and  weak  thought. 

7.  Use  of  abbreviations: 

C.  0.  D.,  D.  D.,  Atty.,  X.  B.,  via.  vol..  inst.,  Cr.,  viz. 

Review  earlier  abbreviations. 

Study    list   of   abbreviations    in    the   appendix    of   the   dic- 
tionary. 

8.  Homonyms,  synonyms  and  antonyms.    Make  lists  from 

the  regular  studies  as  they  arise. 
Use    the    dictionary    freely    in    tracing    up    synonyms    and 
antonyms. 

y.     Drill  exercises  in  punctuation. 

(a.)     fiather  up  the  chief  rules   for   i)un(tuation. 
(b.)     Copying  from  memory  of  songs,  poems,  hymns, 
and  proverbs,  with  projjcr  punctuation. 
(c.)      Dictation    exercises   as    tests   of   spelling,   capi- 
tals, and   markings. 

SEVENTH    YEAR 

(Text — State    Scries.    Knglisli     Lessons.    IViok     11.       Limits, 
p.  7-94;  and  308-345.) 


62 

(Note:  'rcac'licrs  sIkhiIiI  ikiI  licsi1;itc  to  omit  lessons 
in  tlu!  prcscrilx'd  tt-xt  wliidi  do  not  contriljute  to 
tlio  work  ontlinod,  or  to  draw  on  other  texts  for  suit- 
al)lc   Miatcrial.) 

1.  Analysis  of  Sentences. 

The  sentence  as  the  nnit  of  tliought. 

Chief  elements  of  t]ionf.dit  in  the  sentence. 

Subject,  predicate,  and   modifiers. 

Many  illustrations  examined. 

Adjective  and  adverbial  modifiers. 

Extension    of    adjectives    and    adverbs    into    phrases    and 

clauses,  modifying  nouns  or  verbs. 
The  chief  kinds  of  simple  sentence. 
The  complex  sentence  and  its  elements. 
The  compound  sentence    and  its  parts. 
Free  use  of  the  parts  of  speech  without  formal  definition. 

2.  History   of  the   English   language   in   its   chief  periods 

of  development;  the  different  sources  of  its  words. 
Chief  peoples  who  have  contributed  to  it,  with  il- 
lustrations of  their  share  in  forming  it;  as,  Celts, 
Anglo-Saxons,  Danes,  Normans,  Latins. 
Diflerence  between  English  and  Latin  German  in  the  in- 
flections. 

3.     Peculiarities  of  English  spelling. 

Spelling  of  Latin  words;  Greek  words. 

Silent   letters   in   English. 

Classes  of  peculiar  spellings  in  English.     Drills  on  special 

lists;  as  in  ei  and  ie,  and  ough. 
The  reform  of  English  spelling  and  reasons  for  it;   as  in 
programme,  thorough,  through, 

4.     Compositions,  based  on 

(a.)  lives  of  authors;  as,  Irving,  Whittier,  Lowell, 
Macaulay,  Bryant,  Scott,  Hawthorne;  the  stories  of 
the  origin  of  important  prose  works  and  poems,  as 
"Hiawatha, '  "Evangeline,"  "Snow-Bound,"  the 
"Tliad"  and  the  '"Odyssey."  '■Siegfried,"  "King  Ar- 
thur;" 
(b.)      topics  on  the  history  of  English; 


63 


(e. )  •TfiiPial  lessons  discussed  for  the  wliole  scliool; 

(d.)  iniajiiiialivf  stories  in  imitation  of  stories  read; 

(e.)  .side-iijjlits  on   history   and  geography; 

(f.)  special   science  rejiorts. 

.5.     Spelling  Reviews. 
Review  and  extension  ni   tin-  rules  of  spelling. 
Review   tallies  of  homonyms. 
Peculiar  groui)s  of  English  spellings. 
Words  (h'rived  from  other  studies  and  readings. 
See  conise  in  Sjieliiiig.  Seventh   \'ear.     .Manual,  p.  75. 

0.     Phonics. 
A  careful  drill  in  phonic  sounds  is  needed  in  the  grammar 
school:    (a.)   single  and  concert  drill  on  vowels,  diph- 
thongs,   and    consonants,    with    many    illustrations; 
(1))    drills  on  lists  of  words  often  mispronounced. 

7.      I'se    largei'   dictionaries   and    reference   books. 

The  unabridged  dictionary  sjiould  be  eiu|)loyed  for  refer- 
ence in  grammar  grades,  including  the  appendix.  The 
cyclopedias  also  of  biography  and  of  general  refer- 
ence should  be  niaile  familiar  by  use.  Children 
should  learn  how  to  cull  impoitant  points  from 
longer  articles. 

Supplenu'ntary  reference  books  in  science,  geography,  lit- 
erature, and  history,  biography  and  travel,  should  be 
used,  discussed,  and  referred  to  by  the  teacher  for 
sup|)lemcntary  and  home  reading.  The  language  les- 
sons should  nuike  children  intelligent  and  interested 
in  the  use  of  reference  materials.  Much  of  this  must 
lie  done  also  in  the  other  stiKlies. 

8.     Iteview    oi'  common  errors  in  spoken   l-".nglish. 

Di.si'ussioii   of  classes  ot   errors   in   earlier  lessons. 

Illustration  of  the  various  ways  in  which  graunuar  aids 
correct  speech:  as  in  the  use  of  iiicgular  verbs,  pro- 
nouns,  adjectives,   adverbs. 

Common   errors   heard   out   of  school   discussed   in   »'lass. 

The  nu'aning  of  \ulgarisms  and  slang  and  their  origin. 
Iveasonable  discussion  of  slang  and  why  it  should  be 
avoided.      While   some   slang   is   expressive   the   ordi- 


64 

luny  use  of  it  sliows  weakness  in  tliouj,']it  and  defi- 
cient jjower  of  expression. 

9.     Continue  drill  upon  the  pronunciation  of  lists  of  words 
eoninionly    mispronouneed ;    as,   apparatus,    data. 

10.     Rhetorical  Figures  and  Terms. 

Ineidental  attention  to  the  rlictoiical   fifi^ures  used  by  good 

writers;  as,  simile  and  metaphor. 
Continuation   of   memory   (juotations. 

EIGHTH   YEAR 

(Te.xt — State  Series,  English  Lessons,  Book  II.     Limits, 
p.  94-222,  parts  of.) 

(Note:  While  definite  limits  have  been  set  the  teacher 
should  understand  that  every  thing  in  the  pages 
prescribed  which  in  her  judgment  does  not  bear  di- 
rectly on  the  topics  enumerated  should  be  omitted.) 

1.     Grammar. 

The  parts  of  speech  are  familiar  by  name  and  use  as  ex- 
plained in  the  discussion  and  illustration  of  the  parts 
of  the  sentence — subject,  predicate,  modifiers  and 
connective  words. 

(a.)  The  eight  parts  of  speech  are  now  taken  up  as 
objects  of  study,  illustrated,  defined,  and  grouped 
in  their  chief  classes. 

The  inflections  and  conjugations  are  also  worked  out  in 
their  chief  forms. 

!Many  of  the  lesser  traditional  classifieations  and  inflec- 
tions are  of  little  value  and  should  be  omitted. 
(b.)  The  service  of  the  chief  classes,  rules,  and  in- 
flections for  determining  correct  usage  should  be 
fully  exploited  in  this  fuller  discussion  of  pronouns, 
verbs,  and  other  parts  of  speech. 

2.     Composition. 
A  complete  treatment  of  composition  in  the  last  year  of 
the  grammar  school  should  make  letter  w'riting  and 
written  expression  of  thought  in  all   subjects  fluent 
and  correct. 

(a.)  Study  of  examples  of  the  chief  forms  of  com- 
position by  good  writers;   as.  narration,  description, 


65 

and  iujiument.   illustrateil  by  the  writings  of  Scott, 
Hawthorne,  Webster,   Dickens,  and   others, 
(b.)      Paraphrasing     of     poems     and     stories      from 
memory. 

(c.)     Review  of  earlier  studies  in  oiil  lining  tlie  chief 
unit  of  thouglit  in  an  essay, 
(d.)     Simplicity  and  clearness  in  writing. 
(e.)      Figures    of    speedi    and    theii-    value    as    illus- 
trated by  good  autliors. 

(f.)     The    use    of    sources    and    reference    books    in 
preparing  compositions. 

(g.)      Krrors  to  be  avoided  in  composition,  confusion 
of  topics,  and)iguit\',  stilted   language,  extravagance, 
foreign  phrases, 
(h.)      Original  compositions  ujton   seif-clioscn  topics. 

3.     Reviews  and  Summaries. 

(a.)      Study  of  synonyms  and  homonyms. 
Review  previous  lists  and  add,  such  as;   liail — bale;   barren 

baron;      breach — breech;     cannon — canon;     canvas — 

canvass ;    cede — seed ;    ehaste^chased ;    chord — c-ord ; 

claws — clause;     cousin — cozen;      kill — kiln;      maze — - 

maize;    martial — marshal;    mean — mien. 
Review    the    complete    list    of    homonyms,    with    meanings 

and   spelling. 

(b. )      Irregular   verbs. 
Keview    the    list    of    irregular    verbs   ami    the    violations   of 

correct   usage. 

(c.)      Pronouns  and  tlicir  use. 

(d.)     Keview  rules  for  sjn-lling  and  |»nnctuation. 

(e.)      See   course   in   Spelling,    Eighth    Year.     .Manual, 

p.  7.-). 

4.  Study  and  analysis  of  Knglish  classics  to  discover  tile 
plan,  outline  of  thought,  choice  of  words,  peculiar 
points  of  style,  use  of  ligures,  and  sentence  con- 
struction. 

5.  Fuller  studies  of  the  biographies  ui'  leading  J-Lnglisli 
and  .\merican  writers  and  reports  upon  them.  .\c- 
qmiintance  with  the  best  books  dealing  with  authors. 
The  leading  periods  of  American  literature  with  their 

groups  i)t'  authors. 


THE   COURSE    IN    PENMANSHIP 


To  meet  the  cleinands  for  botli  legibility  and  speed  in 
writing,  a  compromise  between  the  extreme  slant  formerly  in 
vogue  and  the  vertical  seems  advisable.  To  secure  good  results 
attention  to  both  form  and  movement  throughout  the  grades  is 
necessary,  form  being  the  emphasized  feature  in  the  lower  and 
movement  in  the  higher.  The  manner  in  which  work  is  done  will 
depend  greatly  upon  the  methods  used  by  the  teacher  to  make 
pupils  interested  in  raising  the  standard  of  their  work  and  careful 
in   all    written  exercises. 

Throughout  all  the  grades  the  teachers  should  give  atten- 
tion to  the  posture  of  the  child  when  he  is  writing  at  his  desk. 
Children  used  to  sit  with  their  sides  toward  the  desk,  which 
supported  the  right  arm  wholly  and  the  left  partially.  This 
position  raises  the  riglit  shoulder  and  causes  the  left  to  droop, 
destroying  symmetry  and  tending  to  cause  lateral  curvature  of 
the  spine.  The  child  should  face  the  desk  directly,  resting  both 
feet  squarely  on  the  floor,  and  supported  by  them  and  his  chair. 
The  arms  and  hands  should  be  on  the  desk,  thus  tending  to  push 
back  the  shoulders.  If  this  posture  is  taken,  the  head  will  be 
erect,  the  arm  will  ofl'er  a  support,  the  chest  will  be  easily  filled, 
the  shoulders  will  be  on  a  level,  the  back  will  be  straight,  and 
the  position  can  be  maintained  for  a  considerable  time 
without  fatigue.  The  cojjy  book  should  lie  on  the  desk  about 
an  inch  out  of  parallel.  Lying  at  this  angle  it  conforms  to  the 
position  of  the  arm  and  hand  and  a  practical  slant  is  the  result. 
The  book  should  be  moved  more  and  more  up  the  desk  as  the 
writing  approaches  the  bottom  of  the  page. 

The  pen  should  be  held  between  the  thumb  and  first  finger, 
resting  against  the  forefinger  just  back  of  the  middle  joint. 
The  thumb  should  be  bent  and  the  end  rest  firmly  upon  the  pen- 
holder opposite  the  first  joint  of  the  forefinger.     'I'lie  hand  should 

66 


67 

rosi  on  tlie  Hrst  joint  of  the  little  lliifrer.  'riieiv  sliould  be  a 
space  of  at  least  a  quarter  of  an  inch  l)et\veen  the  wrist  and  pa- 
per. If  the  wrist  lies  flat  on  tlie  paper  it  prevents  the  securing  of 
movement.  The  muscles  of  the  right  fore-arm  should  rest  upon 
the  desk,  acting  as  a  pivot.  Poor  pen-holding  up  to  the  age  of 
twelve  to  fourteen,  is  usually  due  to  a  weakness  of  the  muscles 
of  the  fingers  and  hand,  and  inal»ility  to  co-ordinate  the  muscles 
easily.  However,  this  may  he  overcome  in  time  hy  careful  train- 
ing. Above  the  fifth  grade  little  trouble  should  bi-  cxpcriciiri'd 
in   securing   correct    pen -holding. 

The  linal  aim  in  the  teaching  of  writing  sliould  be  freedom 
and  ease  of  movement.  The  co-ordination  of  the  mu.sdes  must 
not  be  hastened,  but  allowed  to  come  naturally.  S|)eed  should  be 
encouraged,  but  form  should  never  be  .sacrificed  for  the  sake 
of  speed.  In  all  writing,  legibility  is  the  first  essential.  When- 
ever it  becomes  a  choice  whether  we  do  a  thing  rapidly  or  do  it 
well,  we  should  do  it  well  every  time.  S])eed  may  be  desirable, 
but  accuracy  is  invaluable. 

Along  all  lines  of  mechanical  work  we  learn  to  du  a  thing 
rapidly  by  doing  it  over  and  over  again,  striving  to  improve  upon 
what  we  can  already  do.  In  other  words,  when  it  becomes  a 
reHex  action.  Movement  consists  of  a  free  rotary  movenuMit  of 
the  fore-arm.  To  secure  control  of  the  fore-arm  the  pupil 
should  practice  a  rotary  movement  with  a  dry  pen  in  his  hand. 
Later,  the  same  exercise  with  pen  and  ink.  To  secure  good 
position,  good  pen-holding  and  good  movement,  it  is  (juite  neces- 
sary that  we  do  not  require  too  much  writing  from  the  pupil,  and 
that  all  writing  done  be  carefully  supervised  by  the  teacher. 
Many  bad  habits  are  formed  during  the  various  periods  of  general 
writing,  and  these  are  of  .so  serious  a  natiire  that  the  actual 
practice  for  a  period  of  from  fifteen  to  twenty  minutes  a  day  is 
not  suflicient  to  eradie;ite  the  bad.  .\  few  specific  suggestions 
follow: 

1.  Penmanship    should    have    a    |)lace    upun    the    program 

and  pupils  should  be  given  daily  instruction  for  a 
j)eriod  of  at  least  fifteen  minutes.  .Much  better  re- 
sults will  be  secured  from  a  short  lesson  given  ihiily 
than   from  a   long  lesson  given  le^-s   frequently. 

2.  Make    your    criticism    mean    something    to    the    child. 

Make  him  see  wherein  his  work  is  wrong  and  hold 
him  responsible  for  good  lesnlts. 


68 

3.  It   is  nocossary   tliat  tlie  tfiaclior  cxaniine  eaoli   pupil's 

work  at  least  two  or  three  times  during  the  writing 
period,  otherwise  interest  will  he  slackened  and  less 
care   exercised. 

4.  See  lliat   pupils  correct  all  letters  in  a  word. 

5.  (See  that  they  do  not  fall  into  a  back  hand. 

6.  Watch  position  of  the  body,  pen  and  book. 

7.  The  copy  book  should  show  the  actual  daily  practice 

of  the  pupil,  not  fixed  up  work. 

8.  At  the  beginning  of  the  school  year  a  specimen  (not 
to  exceed  three  lines)  of  each  pupil's  writing  should 
be  taken.  It  would  be  well  to  have  this  specimen 
placed  upon  the  last  page  of  the  copy  book.  Pupils 
should  be  instructed  not  to  write  upon  the  page 
just  preceding  the  specimen  page.  This  will  serve  to 
show  the  pupil  his   progress  during  the  term. 

9.  Insist  that  the  pupil's  writing  at  all  times  be  legible 
and  neat. 

10.  The  "New  State  Series  Writing  Books"  will  be  ready 
for  distribution  by  January.  1908,  it  is  thought.  Un- 
til these  are  i-eady  the  Barnes  "Natural  Slant"  will 
be  continued.  The  assignment  by  grades  will  be 
to  both  books. 


Assignment  of  Work 
FIRST  YEAR 

The  work  of  this  grade  should  be  limited  to  writing  at  the 
blackboard  with  crayon  and  done  largely  in  imitation  of  the 
teacher  together  with  some  work  at  the  desks  with  pencil  and  the 
wide  spaced  paper.  The  writing  should  be  kept  very  large  and 
free.  See  the  course  in  Language.  Composition  and  Grammar, 
First  Year,  topic  l.S.     Manual,  p.  4.'>. 

SECOND   YEAR 

The  work  of  the  First  Year  should  be  continued  through  this 
grade,  using  crayon  at  the  board  and  })cncil  at  the  desk  on  wide 


69 

spaced  paper.     Movements  sliould  be  large  and  free.     Xo  pen  and 
ink  should  be  used  in  this  grade. 


THIRD  YEAR 

Barnes,  Natural  Slant,  Books  2  and  3. 

New  State  Series,  Book  1. 

For  supplementary  exercises  the  wide  spaced  paper  should 
still  be  employed  and  for  written  work  in  conjunction  with  oth»?r 
subjects  the  children  should  use  the  wide  spaced  note  book.  I'en 
and  ink  is  used  in  this  grade  for  the  first  time.  The  teacher 
should  do  her  utmost  to  prevent  angular,  cramped  writing  in  this 
grade.  Much  depends  upon  supplying  each  child  with  a  pen  which 
he  can  move  smoothly  over  the  paper. 

FOURTH   YEAR 

Barnes,  Natural  Slant,  Book  4. 

New  State  Series,  Book  2. 

Arm  movement  drills,  explanations,  position,  pen-holding, 
paper  control.  Management  of  the  left  hand  and  arm.  Free  move- 
ment to  and  fro,  along  the  writing  line.  Counting  to  secure  uni- 
form movement  for  the  entire  class.  Timed  specimens.  ^lovement 
applied  to  small  letters,   figures,  capitals. 

FIFTH  YEAR 

Barnes,  Natural  Slant,  liook  .3. 

New  State  Series,  Book  3. 

Movement  drills,  all  kinds  of  paper,  varied  ruling.  Uniform 
slant  and  size  attained.  Application  of  the  movement  practiced 
to  the  forms  it  is  intended  to  help. 

SIXTH   YEAR 

Barnes.  Natuial  Slant,  Books  0  and  7. 

New  State  Series,  Book  4. 

Selected  <a[)ital  and  small  letter  exercises.  Variation  of 
movement  drills.  Movements  for  definite  purjwses.  Drill  to 
seciue  light  touch.  Pupil  taught  to  judge  his  own  eflfort  and  to 
practice  profitably  with  less  direction  by  the  teacher.  Develop 
as  much  speed  as  possible  but  practice  with  care,  increasing  the 
speeil  gradually.  Be(iuire  all  general  writing  to  be  correctly 
and  iiciit  Iv  (lone. 


70 
SEVENTH    YEAR 

New   State  Series.   Hook   5. 

All  work  in  iiiovenient  should  be  slow  at  first  and  increased 
gradually,  that  the  form  of  the  writing  may  not  be  destroyed. 
Ke(|iiire  good  form  and  good  movement  in  all  the  work.  Move- 
ment  drills   and   exercises    for    fore-arm. 

EIGHTH  YEAR 

New  State  Series,  Book  6. 

Strive  for  perfect  control  of  movement  and  an  individual 
hand.  Give  exercises  and  drills  to  secure  the  same.  Time  spec- 
imens. Stimulate  pride  in  writing  which  will  lead  to  much  prac- 
tice outside  of  schools.  Examine  various  styles  with  the  chil- 
dren to  develop  their  judgment  as  well  as  to  stimulate  interest 
and  focus  attention.  Lead  them  to  see  that  the  essentials  of 
practical  writing  are  legibility,  uniformity,  rapidity,  with  ease 
of  execution. 


THE   COURSE   IN   SPELLING 


As  spelling  exercises  are  usually  conducted  the  memory  is 
appealed  to:  (1)  through  the  eye  alone;  (2)  through  the  ear 
alone;  and  {li)  through  the  eye  and  ear  together.  Tests  have 
been  made  to  determine  which  impression  is  the  most  lasting. 
The  result  seems  to  show  that  with  the  greater  number  of  chil- 
dren the  impression  made  through  the  ear  is  weaker  than  that 
made  through  the  eye,  while  the  strongest  of  all  is  the  one  coming 
through  the  eye  and  ear  combined.  The  tendency  which  children 
have,  to  whisper  words  over  to  themselves  while  they  are  study- 
ing would  .seem  to  be  in  line  with  this  conclusion  for  this  ten- 
dency is  probably  nature's  plan  for  reenforcing  the  impression 
of  sight  by  adding  that  of  .sound,  and  the  statement  coming  from 
many  schools  for  defectives  that  it  is  very  diilicult  to  teach  the 
blind  to  spell,  whereas  the  deaf  learn  without  great  etTort,  would 
seem  to  bear  out  the  conclusion  that  impressions  through 
tlie  eye  are  stronger  than  those  coming  in  by  way  of  the  ear. 
To  these  forms  of  memory  must  be  added  the  motor  memories 
whereby  the  hand  automatically  writes  the  word  that  is  in  the 
mind. 

Moreover,  it  is  not  the  ability  to  spell  orally  that  is  most 
desired,  for  we  have  little  occasion  in  adult  life  for  such  power. 
It  is  rather  ability  to  write  tlie  given  word,  and  write  it  in  conjunc- 
tion with  other  words  in  a  sentence,  that  is  demanded.  It 
would  seem,  therefore,  that  the  teacher  sliould  strive  after  two^ 
nuiiu  objects:  a  clear  picture  of  the  word  as  it  looks  on  the 
])agf.  combined  with  an  audible  or  whispered  iteration  of  the  let- 
ters which  compose  it;  and  a  readiness  in  transcribing  with  the 
pen  tills  audo-visual  image.  To  these  ends  she  sliould  lay  stress/ 
upon  the  memory  of  the  appearance  of  the  word  :  slie  should  urge  the 
pupils  to  spell  the  word  over  to  themselves  as  well  as  audibly; 
she  should  call  for  its  reproduction  in  writing  on  the  i)age  or  on 
the  blackboard:  she  shouhl  urge  the  pupils  consciously  to  get 
hold  of  the  image  of  the  word;  and  she  should  be  careful  that 
new  words  are  not   merely   heard   but   also  seen   in   writing  and 

71 


72 

in  print.  Indeed,  this  need  for  imaging  the  form  of  words  is  one 
strong  reason  for  placing  a  spelling  text  in  the  hands  of  pupils,  for 
the  printed  page  lends  itself  most  readily  to  work  of  this  nature. 

It  is  important,  also,  that  words  be  reproduced  in  conjunction 
with  other  words,  for  it  is  one  thing  to  learn  to  write  an 
isolated  word  and  quite  another  and  more  difficult  thing  to  write 
the  same  word  along  with  others  in  a  dictated  sentence,  and 
yet  it  is  the  ability  to  write  sentences  which  the  world  demands. 
It  is  well,  therefore,  as  a  final  drill  and  test  for  each  new  word 
that  it  be  incorporated  in  a  sentence  comprising  words  already 
mastered  and  that  this  sentence  be  dictated  to  the  pupils  to  be 
written  on  the  board  or  on  paper. 

Man}'  teachers  insist  on  having  children  learn  the  meanings 
of  words  at  the  same  time  that  they  require  them  to  learn  the 
spelling,  with  the  thought  that  better  spelling  will  result.  A 
little  reflection  will  show,  we  think,  that  this  is  not  true.  It 
is  important  that  children  attend  to  the  uses  of  words  and  that 
they  know  their  meanings,  but  certainly  work  of  this  kind  diverts 
the  attention  from  the  form  of  the  word  rather  than  concentrat- 
ing upon  it,  and  if  the  foregoing  considerations  are  well  taken, 
work  of  such  character  militates  against  the  securing  of  good 
spelling.  We  would  advise,  therefore,  that  the  two  exercises 
be  kept  separate. 

There  are  a  few  rules  in  spelling  which  are  helpful  though 
the  rule  is  not  the  point  from  which  to  start.  But  when  a  num- 
ber of  instances  under  a  rule  are  known,  the  rule  serves  to  hold  the 
principle  in  mind;  such  as  the  rules  for  the  ei  and  ie  combination, 
for  the  doubling  of  the  final  consonant  when  a  suffix  is  added, 
and  the  like.  The  introduction  to  dictionaries  give  lists  of  such 
rules,  though  only  a  very  few  will  be  found  helpful  in  this  con- 
nection. 

When  all  is  said  it  must  be  admitted  that  there  is  no  royal 
road  to  spelling.  Special  drill  systematically  given  and  care- 
fully followed  up  is  necessary.  Too,  the  pupil  must  be  brought 
to  appreciate  that  good  spelling  is  still  a  mark  of  education  and 
that  if  he  ever  learns  to  spell  fairly  well  it  must  be  as  a  result  of 
his  own  hard  effort. 


73 

Assignment  of  Work 

FIRST   YEAR 

1.  There  should  be  little  or  no  oral  spelling  in  the  fust 

year.  Visualization  should  be  emphasized  from  the 
very  beginning.  It  should  be  made  a  part  of  the  read- 
ing and  language  lessons.  In  doing  this  it  is  well 
for  the  teacher  to  write  a  word  on  the  blackboard 
in  large,  easy  handwriting;  assist  pupils  in  concen- 
trating attention  upon  its  form;  then  erase  and 
have  the  pupils  reproduce  the  work  in  an  easy  hand. 
During  the  first  half  of  the  year  the  reproduction 
should  be  entirely  upon  the  blackboard;  during  the 
last  half,  upon  either  the  blackboard  or  paper. 
In  either  case  the  writing  should  be  large  and  free. 
Not  more  than  one  word  should  be  attempted  at 
first.  Gradually  pupils  will  grow  in  power  until 
they  can  reproduce  several  words  at  a  time.  Not 
more  than  two  or  three  minutes  daily  should  be 
given  to  visualization  at  first,  but  this  may  gradually 
be  increased  to  ten  or  twelve  minutes  daily. 

2.  See  the  course  in  Language,  Composition,  and  Gram- 

mar, First  Year,  topic  12.     Manual,  p.  45. 

SECOND  YEAR 

(Text — New   State   Speller,   Book    I.     Limits,   sections    1 
and  2.) 

1.  The  visualization  of  words  should  be  continued.  Spell- 
ing should  be  given  a  separate  period  in  this  year, 
though  the  pupil  should  not  be  compelled  to  purchase 
the  text  before  the  beginning  of  the  third  year. 
Words  given  as  spelling  lessons  should  receive  some 
special  drill,  as,  naming  the  letters,  telling  what  let 
ter  is  silent,  etc.,  before  children  are  asked  to  study 
the  lesson.  The  study  should  be  an  effort  to  image 
the  words.  Writing  the  words  and  folding  them 
out  of  sight  often  aids  this.  One  day  weekly  might 
well  be  given  to  exercises  in  visualization;  one  day 
to  oral  spelling  with,  perhaps,  an  oral  spelling 
contest  once  in  four  weeks;  and  three  days  weekly 
to  written  spelling.  In  the  dictation,  train  pupils 
to  get  the   word  or  sentence   from   hearing   it   once. 


74 
THIRD  YEAR 

(Text — New    State    Sj)eller,    Hook    I.      Limits,    sections    3 
and  4.) 

1.  The    text    should    be    in    the    hands    of    the    pupil    in 

this  year.  Words  should  be  taken  from  the  list  of 
misspelled  words  in  the  teacher's  note-book;  from 
the  daily  work,  and  from  the  text.  For  sugges- 
tions see  Second  Year. 

2.  See  the  course  in    i.,anguage,  Composition   and  Gram- 

mar, Third  Year,  topic  10.     Manual,  p.  .52. 

FOURTH  YEAR 

(Text — New    State    Speller,    Book    1.      Limits,    sections    5 
and  6.) 

1.  Review   second  and   third  year   spelling  and   take   ad- 

ditional words  from  texts  and  other  sources.  Em- 
ploy sentence  dictation  frequently.  See  previous 
suggestions. 

2.  See  the  course  in  Language,   Composition  and  Tiram- 

niar,  Fourth  Year,  topic  13.     Manual,  p.  5G. 

FIFTH  YEAR 

(Text — New   State  Speller,   Book   L     Limits,  section   7.) 

1.  Review  the  spelling  prescribed  for  the  fourth  year  and 

take  additional  words  from  texts  and  other  sources. 
Employ  sentence  dictation  fre(]uently.  See  previous 
suggestions. 

2.  See  the  course  in  Language,  Composition  and  (iram- 

mar.  Fifth  Year,  topic  2.     Manual,  p.  .57. 

SIXTH  YEAR 

(Text— New  State  Speller,  Book  IL     Limits,  section  1.) 

1.  Book  n  of  the  New  State  Speller  will  be  ready  for 
distribution  in  .lanuary,  1908.  L'ntil  this  is  pro- 
cured take  words  from  the  texts,  lists  and  other 
sources.  Employ  sentence  dictation  frequently.  See 
previous  suggestions. 


75 

2.     See  the  course   in  Language,  Composition  and  Gram- 
mar, Sixth  Year,  topic-  2.     Manual,  p.  60. 

SEVENTH  YEAR 

(Te.\t — New  State  Speller,  Jiook  II.     Limits,  section  2.) 

1.  Lntil   Book   II   is   ready    for   distribution   take   words 

from  the  texts,  lists  and  other  sources.  Employ  sen- 
tence dictation  frequently.  See  previous  suggestions. 

2.  See  the  course   in   Language,  Composition  and   Gram- 

mar, Seventh   ^'ea^,  topic  5.     Manual,  p.  63. 

EIGHTH   YEAR 

(Text — New  State  Speller,  Book  II.     Limits,  section  3.) 

1.  Until    Book    II   is   ready    for   distribution   take   words 

from  the  texts,  lists  and  other  sources.  Employ 
sentence  dictation  frecjuently.  See  previous  sug- 
gestions. 

2.  See  the  course   in  Language,  Composition  and  Gram- 

mar,  Eighth   Year,  topic  3.     Manual,  p.  65. 


THE  COURSE  IN   MORALS  AND 

MANNERS 


Courses  in  morals  and  manners  ai'e  now  being  taught  in  most 
of  our  schools.  In  order  that  they  may  be  permanently  eflect- 
ive  the  efforts  of  the  teachers  must  be  supplemented  in  the  home. 
Continuous  attention  should  be  given  to  this,  the  most  import- 
ant of  all  the  subjects  of  the  public  schools.  Morality  and  good 
breeding  should  be  taught  in  connection  with  every  lesson  which 
is  given  and  should  receive  separate  attention  beside. 

The  outline  given  below  should  be  vitalized  and  made  con- 
crete through  the  use  of  stories  drawn  from  real  life,  and  from 
episodes  related  in  fiction  and  elsewhere;  points  in  question 
should  be  fully  discussed  by  the  pupils  in  class,  and  later,  in 
instances  made  the  subject  of  written  exercises.  The  success 
of  this  work  depends  in  a  peculiar  degree  upon  the  earnestness 
and  enthusiasm  which  the  teacher  brings  to  bear  on  the  work. 

FIRST  AND  SECOND  YEARS 

1.  Cleanliness  and  Neatness:     (1)  Body,  hands,  face,  hair, 

teeth,  nails,  etc.  (2)  Clothing,  shoes,  etc.  (3)  Books, 
slates,  desk,  etc.     (4)  Everything  used  or  done. 

2.  Politeness  (children):      (1)   At  school.     (2)   At  home. 

(3)  At  the  table.  (4)  To  guests  or  visitors.  (3)  On 
the  street.  (6)  In  company.  (7)  Proper  forms  of  ad- 
dress. 

3.  Gentleness:     (1)  In  speech.     (2)  In  manner.     (3)  Rude 

and  boisterous  conduct  to  be  avoided.  (4)  Patience 
when  misjudged.     (5)  Docility  when  instructed. 

4.  Kindness  to  Others:     (1)  To  parents.     (2)  To  brothers 

and  sisters.  (3)  To  other  members  of  the  family  and 
friends.      (4)    To   the  aged  and  infirm.      (5)    To   the 

76 


77 

unfortunate.  ({>)  To  tlit-  lu'l|ilc.ss  iiiid  needy.  (7) 
The  Golden  Rule. 

5.     Kindness   to   Animals:      (1)    'I'o   those   that   serve   us. 

(2)  To  those  tliat  do  not  liarni  us — the  killinf^  of 
birds.  (3)  The  killing  of  those  that  do  us  harm.  (4) 
The  killing  of  animals  for  food. 

6.  Cruelty  to  any  animal  wrong.  For  many  excellent 
suggestions  on  this  topic  see  the  Bulletin  on  Humane 
Education  issued  by  the  San  Diego  State  Normal 
School. 

THIRD   AND   FOURTH   YEARS 

1.  Review    the    work    outlined    in    the    Kirst    and    Second 

Years    and    take    the    following    topics: 

2.  Forms  of  Kindness  to   Others:      (1)    Sympathy.      (2) 

Deference  and  consideration.  (3)  Helpfulness.  (4) 
Charity.     (5)   Xo  cruelty  or  injustice. 

3.  Love:      (1)   For  parents.     (2)  For  brothers  and  sisters. 

(3)  For  other   members   of   the   family   and    friends. 

(4)  For  all  teachers  and  benefactors.  (5)  For  one's 
neighbor — 'thou  shalt  love  thy  neighbor  as  thyself." 
(6)   For  God. 

4.  Truthfulness:       (1)    In    words    and    actions — "without 

truth  there  can  be  no  other  virtue."  (2)  In  keeping 
one's  word — promises  to  do  wrong.  (3)  Distinction 
between  a  lie  and  an  untruth.  (4)  Telling  what  one 
does  not  know  to  be  true.  (5)  Prevarication  and 
exaggeiation.  (li)  The  giving  of  a  wrong  impression 
a  form  of  falsiOiood.     (7)   Telling  falsehoods  for  fun. 

5.  Fidelity  and   Duty:      (1)    To   parents — ^to  assist,  com- 

fort, etc.     (2)  To  brothers  and  sisters,  older    to  assist, 

etc.,   younger.      (3)    To   the     | r    and     unfortunate. 

(4)  To  till-  widiiged  and  oppressed.  (5)  Duty  to 
God. 

6.  Obedience:    (I  I    To  pi'.rmts.  (2)  To  teachers  and  others 

in  authority;  (3)  to  law;  (4)  to  ((mscience;  (.1) 
to  (iod. 

Nature  of:  i\)  I'rompt  ;  |2)  ilieerful;  (3)  implicit; 
(4)    faithful. 


78 
FIFTH   YEAR 

1.  Review  tile  work  c»f  the  'I'liinl  and  Fourtli  Years  and 
take  ill   addition: 

Nobility:  (!)  .Manliness.  (2)  Magnanimity  and  gen- 
erosity. (3)  Self-denial  and  self-sacrifice  for  othens. 
(4)  lira  very  in  helping  or  saving  others.  (5)  Con- 
fession of  injury   done  another. 

3.     Respect   and   Reverence:      (1)  For   parents;      (2)    for 

teachers;      (.'J)  for  the  aged;  (4)  for  those  who  have 

doiie  distinguished  service;  (5)  for  those  in  civil 
authority. 

4.  Gratitude  and  Thankfulness:  (1)  To  parents;  (2) 
to  all  benefactors;     (3)  to  God,  the  giver  of  all  good. 

5.  Forgiveness:       (1)     Of    all    those    who    confess    their 

faults;  (2)  of  those  who  have  wronged  us;  (3) 
of  our  enemies;  (4)  generosity  in  dealing  with  the 
faults  of  others. 

6.  Confession:      (1)    Of  wrong  done  another    manly  and 

noble.  (2)  Denial  of  fault — ^"The  denial  of  a  thought 
doubles  it."      (3)    Frankness  and  candor. 

7.  Honesty:  (1)  In  keeping  one's  word.  (2)  In  school 
and  out  of  school.  (3)  In  little  things.  (4)  Cheating 
ignoble  and  base.  (5)  "Honesty  is  the  best  policy." 
(6)   Honesty  is  right. 

SIXTH  YEAR 

1.  Review  the  work  of  the  preceding  year. 

2.  Honor:      (1)    To  honor  one's  self,  i.  e.,  to  be  worthy 

of  honor;  (2)  to  honor  one's  family;  (3)  to  honor 
one's  friends;  (4)  to  honor  one's  home;  (5)  to 
honor  one's  country. 

3.  Courage:       (l)True   courage — daring   to   do   right   and 

to  defend  the  right.  (2)  Faults — daring  to  do  or 
defend  the  wrong.  (3)  In  bearing  unjust  censure  or 
unpopularity.  (4)  In  danger  or  misfortune.  (5) 
Heroism. 

4.  Humility:      (1)  True  greatness — not  blind  to  one's  own 

faults.      (2)    Mode.sty   becoming   to   the   young.      (3) 


79 


AvoidaiKL'  of  piiilc  aiul  vanity.  (4)  Selt-com-cit  a 
sign  of  self-deception.  (5)  Tnu'  liuiiiility  not  Her- 
vility  or  time  serviiifr. 

5.  Self-Respect:        ll)     Not    .self-conceit- based    on    con- 

scious moral  worth;  (2)  not  self-admiration;  (3) 
resulting  in  personal  dignity.  (4)  Distinction  be- 
tween self-love  and  selfisliness — "Be  not  wise  in  your 
own   conceit." 

6.  Self-Control.     (1)  Control  of  temper.     (2)  Ar^ger  when 

riglit.  C.i)  Avoidance  of  hasty  words — "'riiink  twice 
before  you  speak."  (4)  Self-restraint  when  tempted. 
(5)  Self-restraint  under  provcK-ation — "Bear  and  for- 
bear."    (6)   Rule  your  own  spirit. 

SEVENTH   YEAR 

1.  Review  the  work  of  the  preceding  yt-ai'. 

2.  Prudence:      (1)    In  speech  and  action.      (2)    When  one 

may  be  misunderstood,  i'.i)  Respect  for  the  opinions 
of  others.      (4)    ".Judge  not  that  ye  lie  not  judged." 

3.  Good  Name:      (1)   (iaining  a  good  name  when  young. 

(2)  Keeping  a  good  name.  (3)  Keeping  good  com- 
pany.    (4)   Reputation  and  character. 

4.  Good  Manners  (youth):     (1)  At  home.     (2)  In  school. 

(3)  In  company.  14)  When  a  visitor  or  guest.  (5) 
In  public  assemblies.  (tJ)  Salutations  on  the  street. 
(7)  Politeness  to  strangers.  (8)  Trifling  with  se- 
rious  matters   to  be  avoided. 

5.  Health:       (1)      Duty     to     preserve     the     health.        (2) 

Habits  that  impair  the  health  foolish  as  well  as 
sinful.  (3)  The  sowing  of  "wild  oats." — "What  a 
man  sows  that  shall  lie  al.so  reap."  (4)  The  body 
never  forgives  or  forgets  its  abuse.  (.">)  An  observ- 
ance nf  the  la\\s  of  health  a  duty. 

6.  Temperance:       (1)     .Moderation    in    the    enjoyment    of 

itppetite  in  things  not  harmful.  (2)  Total  abstinence 
from  that  whieh  is  injurious.  (3)  Danger  in  the  use 
of  alcoholic  liipiors.  (4)  I'tmrage  to  resist  s(M-ial 
temptations  to  indulgence.  (.))  Injurious  effe<'ts  of  to- 
bacco on  growing  boys.  (It)  Cigarette  smoking  by 
boys  a    serious  evil. 


80 


Evil  Habits:  (1)  'J'lio.-se  thai  iiijiuf  lioaltli;  (2)  that 
destroy  reputation;  (3)  that  dishonor  one's  self  and 
family;  (4)  that  want  money:  (5)  that  take 
away  self-control:  (ti)  that  ineur  needless  risks,  as 
yiiiiililiii''.      (7)    that    are  ofl'eiisi\e  to  others,  ete. 


EIGHTH   YEAR 

1.  Review   the   work   of   the   preceding  year. 

2.  Bad    Language:       (1)    Profanity     foolish    and    wicked. 

(2)  Obscenity  base  and  offensive.  (3)  Defiling  books 
or  other  things  with  obscene  words  or  characters  a 
gross  offense.  (4)  The  use  of  slang  vulgar  and  im- 
polite. 

3.  Evil   Speaking:      (1)    Slander   a   serious   offense.      (2) 

Tale  bearing  to  injure  another.  (3)  Repeating  evil 
which  one  has  heard  without  knowing  whether  it  is 
true.  (4)  "Thou  shalt  not  bear  false  witness  against 
thy  neighbor." 

4.  Industry:       (1)    Labor   a   duty    and   a    privilege.      (2) 

Right    use    of    time.      (3)    Manual    labor    honorable. 

(4)  Self-support  gives  manly  independence.  (5) 
Avoidance  of  unnecessary  debt.  (6)  ^A^ien  begging  is 
right.  (7)  An  opportunity  to  earn  a  living  by  la- 
bor due  every  one. 

5.  (1)    Saving  in   early  life  means  competency  and  com- 

fort in  old  age.  (2)  Duty  to  save  a  part  of  one's 
earnings — 'TLay    up    something    for    a    rainy    day." 

(3)  Extravagance  wrong.  "A  spendthrift  in  youth, — 
a  poor  man  in  old  age."  (4)  The  hoarding  of  money 
needed    for    comfort    or    culture    or    charity     wrong. 

(5)  Charity — "No   man   liveth   unto   himself." 

6.  Patriotism:      (1)   Love  of  country.     (2)   Reverence  for 

its  Hag.  (3)  Respect  for  its  rulers.  (4)  Its  defense 
when  necessary.  (5)  Regard  for  its  honor  and  good 
name. 

7.  Civil  Duties:     (1)  Obedience  to  law.     Fidelity  in  office, 

— bribery.      (3)    Honor   in   taking   an   oath,   perjury. 

(4)  Duty  involved  in  the  ballot, — buying  or  selling 
votes.      (5)    Dignity  and  honor  of  citizenship,  etc. 


THE   COURSE   IN    HISTORY 


Every  teacher  of  history  should  read  MeMurry.  "Special 
Method  in  History,"  with  particular  reference  to  Chapter  III. 
Every  teacher,  too,  should  read  all  of  the  suggestions  in  this 
course  relating  to  history,  as  those  given  in  connection  with  the 
outline  of  the  work  of  a  given  grade  are  equally  ap|)licable  to 
other  grades. 


SECOND  AND   THIRD  YEARS 

A  little  time  each  week  should  he  devoted  to  telling  history 
stories  to  the  children  of  these  grades.  Enough  time  should  be 
spent  on  each  story  taken  up  to  make  a  clear  and  definite  im- 
pression upon  the  child.  If  too  many  stories  be  told,  or  if  a  given 
story  be  passed  over  too  hastily,  nothing  but  confusion  results. 
Fewer  stories,  then,  but  well  told  and  illustrated  by  pictures  and 
objects  should  be  the  aim  of  the  teacher  in  these  grades.  Such 
topics  as  the  following  may  prove  of  suggestion  to  the  teacher. 

1.  The    Thanksgiving    Day    celebration    suggesting    such 

stories  as:  The  origin  of  Thanksgiving:  the  condi- 
tions under  which  the  Pilgrims  ate  their  first  dinner: 
how  the  early  New  England  people  dressed ;  how 
their  houses  appeared:  how  they  traveled  from  one 
place  to  another:  how  they  lived;  what  a  New  En- 
gland Sabbath  was  like;  quaint  customs  in  the  schools 
— illustrated  as  far  as  possible  by  pictures  and  con- 
trasted in  a  simple  way  with  present  conditions  of 
living  with  which  children  are  familiar.  Short  po«»ms 
appropriate   to   the  occasion  can   well   be   memorizi'd. 

2.  The    Washington    Day    celebration    suggesting    stories 

of  Washington's  boyhood  and  early  life;  his  adven- 
tures in  the  Indian  wars  and  in  the  Revolution;  his 
integrity  and   high   moral   purpose  as  exemplified  by 

81 


82 

ooncrett*  illustrations.  A  full  and  connected  treat- 
ment of  his  life  is  not  desirable,  only  those  episodes 
which  are  characteristic  and  which  appeal  to  children 
of  this  age  should  be  selected.  It  is  important, 
however,  that  much  emphasis  be  laid  on  the  incidents 
which  illustrate  his  high  character  and  purpose. 
Appropiiate  poems  or  brief  sentiments,  which  in  them- 
selves are  beautiful,  can  well  be  memorized. 

3.  The   Fourth   of  .July   celebration    suggests   telling   the 

simple  narrative  of  the  birth  and  growth  of  our  na- 
tion. If  this  story  is  told  with  spirit  and  with 
regard  to  the  stage  of  development  in  which  the 
children  are,  it  will  prove  very   effective. 

4.  Lincoln   Day   celebration   suggests   stories   of   Lincoln's 

boyhood  and  early  life  and  those  which  bring  out  his 
honesty  and  sympathy.  Appropriate  poems  can  well 
be  memorized  if  not  too  long. 

5.  The  Admission  Day  celebration  affords  a  fitting  oppor- 

tunity to  present  the  picturesque  story  of  the  dis- 
covery of  gold  in  California.  Bring  out  about  the 
excitement  which  it  created,  the  odd  and  primitive 
ways  people  took  to  reach  California,  the  kind  of 
life  that  sprang  up  here,  and  finally  how  this  in- 
rush of  American  population  resulted  in  the  admis- 
sion of  California  into  the  Union. 

6.  The    Decoration    Day    celebration    suggests    the    tragic 

story  of  the  Civil  War.  This  should  be  treated  sim- 
ply and  from  the  point  of  view  of  a  struggle  be- 
tween two  earnest,  sincere,  and  high-minded  bodies 
of   men.     Memorize   appropriate   verse. 

7.  The  story  of  Father  .lunipero  Serra  and  the  founding 

of  the  California  Missions  affords  an  excellent  oppor- 
tunity to  introduce  local  history.  The  topic  sug- 
gests pictures  of  the  Missions  and  stories  of  the  In- 
dians and  their  life  during  the  palmy  days  of  the 
Mission  Padres. 

8.  Stories    about    the    early    settlers    of    the    city;    where 

they  came  from;  their  hardships,  the  houses  they 
first  built,  their  first  school  houses,  their  modes  of 
travel,  and  how  thev  lived. 


83 

The  above  topics  are  merely  suggestive  of  work 
wliicli  sliould  he  given  in  the  second  and  third  year.~. 
It  shouhl  be  remembered,  however,  that  it  is  better 
to  give  a  few  stories  in  full  and  interesting  detail, 
with  pictures,  maps,  and  objective  representation;*, 
than  to  multiply  short,  scrappy  stories  which  leave 
no  precipitate. 


FOURTH   YEAR 

The  work  of  story  telling  of  the  Second  and  Third  Years 
should  be  continued  into  the  Fourth  Year,  modified,  however,  at 
frequent  intervals  by  reading  the  .stories  to  the  children  in- 
stead of  telling  them  and  by  discu.ssion  by  the  teacher  and  chil- 
dren. The  material  for  the  work  of  this  grade  may  well  be 
drawn  from  tlie  rich  and  stirring  pioneer  period  through  which 
our  country  passed.  This  period  atfords  the  simple,  thrilling 
biographies  which  are  best  calculated  to  appeal  to  the  inter- 
est of  the  young  children.  Such  stories  should  be  biographi- 
cal in  character  in  order  to  secure  simplicity,  and  they  should 
exhibit  the  lives  of  men  of  high  character  and  purpose  to  the 
end  that  the  minds  of  the  children  shall  be  impressed  with  high 
and  generous  thoughts. 

No  other  country  in  the  world  has  such  a  superior  l>ody  of 
men  associated  with  its  history  as  America.  The  qualities  of 
moral  and  physical  courage,  high-minded  patriotism  and  fer- 
tility of  resource  in  the  pre.sence  of  new  and  ditficult  situations 
are  exemplified  in  an  unparalleled  degree  in  the  lives  of  men 
such  as  these  assigned  for  study  in  the  Fourth  tirade.  To 
acquaint  children  with  men  of  such  force  and  excellence  of  char- 
acter, to  lay  before  them  the  alternative  courses  of  action  (q>en 
to  these  men,  to  point  out  the  path  deliberately  taken  and  to 
show  in  concrete  detail  how  invincible  were  the  sotils  of  these 
men  in  following  their  chosen  course  to  its  last  chapter  is  to 
implant  conceptions,  establish  ideals,  and  arouse  a  desire  to 
emulate  such  deeds,  the  character  value  of  which  cannot  be  ovt»r 
estimated. 

In  the  presentation  of  this  biographical  material  the  teacher 
must  not  lose  sight  of  the  fact  that  it  is  the  picture  of  the  men 
and  of  the  times  in  which  they  lived  that  is  desired  rather  than 
an  epitome  of  facts  and  that  this  pictuVe  cannot  be  gotten  ade- 
quately if  the  reading  and  discussion  be  limited  to  meagre  and 
barren    references.      Satisfactorv    results    can    onlv    be    obtained 


84 

tliroiifili  the  liclincss  aiul  wcaltli  of  the  material  presented  Jiiiil 
for  this  reason  the  teacher  should  seek  to  bring  before  her  chil- 
dren    for    discussion    as    many     j)ertinent    details     as     possible. 

Time  is  a  factor  also  which  must  not  be  neglected  in  this 
matter  of  securing  an  adetiuate  impression  of  the  topic  considered. 
It  is  fatal  to  elear-cizt  impressions  to  pass  the  details  of  the  life 
of  one  of  the  men  cited  in  too  rapid  review.  The  result  is  blur, 
confusion  and  a  jumble  of  misinformation  on  the  child's  part. 
And  surely  if  in  the  child's  mind  the  difficulties  encountered  and 
the  work  performed  by  William  Penn  be  confused  with  those  of 
Daniel  Webster  or  of  Andrew  -Jackson  the  child  would  be  bet- 
ter off  if  he  had  done  no  reading  at  all.  Fewer  stories,  then, 
and  a  greater  wealth  of  organized  and  interesting  detail — con- 
crete imagery,  simple  illustration,  and  human  feeling — will  lead 
to  the  most  fruitful  results  in  work  of  this  character. 

Although  an  epitome  of  the  facts  involved  and  presented  in 
a  given  story  is  not  desired  (indeed,  such  an  end  stultifies  and 
deadens  the  presentation),  yet  there  are  a  very  few  facts  grow- 
ing out  of  each  presentation  which  have  value  in  and  of  them- 
selves aside  from  their  value  in  relation.  These  should  b^e  sin- 
gled out  and  recalled  from  time  to  time.  Occasionally,  too, 
there  is  a  date  which  serves  as  a  center  in  time  about  which 
to  group  important  conceptions.  Such  dates  (only  a  very 
few)  should  be  fixed  in  menipry  likewise  by  means  of  occasional 
drills. 

Such  stories  as  the  following  are  suggested  as  deserving  a 
place  in  the  Fourth  Year: 

1.  Henry   Hudson:      How   he   tried   to   find   a   northwest 

passage.  His  trip  up  the  Hudson.  Other  voyages. 
-Meeting  with  the  Indians.  A  map  of  the  world  is 
needed  and  a  good  board  sketch  of  the  Hudson,  locat- 
ing the  places  of  special  interest  in  the  trip  of  the 
"Half  Moon." 

2.  The   earliest   Dutch    Settlers:      Trading   with   the   In- 

dians. The  customs,  buildings,  and  dress  of  the 
Dutch.  Give  some  account  of  their  previous  home 
in  Holland.  A  map  and  pictures  are  needed.  Draw- 
ings may  be  made  by  the  children.  Construction 
also  of  fort§.  palisades,  Dutch  houses,  and  windmills 
is  to  be  encouraged. 

3.  Champlain:       Exjilorations.      Expeditions    against    the 


85 

Iroquois.  First  settlements  along  the  St.  Lawrence. 
First  battle  with  the  Indians  on  the  shore  of  I^ke 
Champlaiii.  Locate  France  on  the  ma|»  ami  trace 
the  journeys  across  tlie  Atlantic 

4.  The   Five   Nations:      Their  homes   and   customs,   war- 

like character  and  expeditions.  The  map  of  Cen- 
tral Xew  York  should  he  drawn,  and  the  warlike 
raids  of  these  tribes  into  the  neighlK)ring  regions 
indicated. 

5.  LaSalle:      In  Canada.    At  Niagara.    On  the  Great  Lakes. 

In  Illinois  and  on  the  lower  Mississippi.  His  hard- 
ships, dangers,  and  resolution.  Tonty  and  Henne- 
pin in  relation  to  I^aSalle.  Miles  Standish  at  Ply- 
mouth.    Tlie  trials  of  the  first  few  years. 

If  desired,  omit  some  of  the  stories  and  substitute  others, 
as: 

Raleigh:  Early  life.  His  attempts  at  founding  col- 
onies. 

John  Smith:  Explorations.  Experiences  at  -lames- 
town. 

Boone:     Life  in  Kentucky. 
Washington:     Early  life. 
Lincoln:     Life  to  the  age  of  twenty. 

The  American  Pioneer  History  Stories.  McMurry  (McMillan 
Company  )  in  three  volumes,  contain  the  above  stories  as  well 
as  others  suitable  for  use  in  the  fourth  and  fifth  years.  There 
are  many  other  accounts  in  the  supplementary  history  books 
which  are  also  good,  many  of  which  are  simple  enough  to  be 
read  by  the  children.  It  is  well  for  the  children  of  this  grade  to 
begin  to  read  the  simple  accounts  for  themselves,  also  kindred 
stories  of  adventure  and  heroism  drawn  from  European  coun- 
tries. 

FIFTH    YEAR 

The  work  of  the  Fifth  Year,  in  line  with  the  suggestions 
of  McMurry.  can  well  deal  with  the  great  explorers  on  sea 
and  land,  l^ike  the  pioneers  they  were  men  of  great  energy  and 
determination,  and  while  their  deeds  were  not  always  praise- 
worthy, in  the  main  they  were  men  of  noble  purpose.  Such 
stories  which  should  be  given  a  place  in  this  grade  are  as 
follows: 


86 

Coluiiil)U.s:      His  {iieat    |)Uii)()8«'   and   results. 
The  CabotH:  Treated  l)riet1y. 
Maf^ellan:      First   voyage  around  the   world. 
Cortez:     The  Comiue.st  of  Mexico.    Indians  of  Mexico. 
DeSoto:     His  wanderings  in  the  Soutliern  States. 
Coronado:      Explorations  in  the  Southwest. 
Drake:     His  buccaneering  voj-age  against  the  Span- 
iards. 

George  Rogers  Clark. 

Lewis  and  Clark:     Journey  up  the  Missouri. 
Fremont:     And  the  story  of  California. 

It  is  desirable,  in  so  far  as  the  idea  is  practicable,  that  teach- 
ers of  the  Fifth  Grade  present  biographical  material  orally,  for  no 
author,  however  fertile  in  language,  can  ever  produce  the  effect 
which  is  gotten  through  the  interest,  resource  and  skill  of  the 
good  teacher.  As  McMurry  puts  it :  "A  story  becomes  more 
graphic,  interesting  and  realistic  in  the  hands  of  a  good  teacher. 
Not  only  are  her  descriptions  more  animated,  picturesque,  collo- 
quial, adapting  themselves  to  the  faces,  moods  and  varied 
thoughts  and  suggestions  of  the  pupils,  but  there  can  be  a 
discussion  of  causes  by  pupils  and  teacher,  a  weighing  of  prob- 
abilities, a  use  of  the  blackboard  for  graphic  drawing  or  dia- 
gram, a  variety  of  homely  illustrations,  an  appeal  to  the  chil- 
dren's previous  experience  and  reading  such  as  is  impossible  in 
the  mere  memorizing  of  a  book."  Again,  the  average  reading 
capacity  of  children  of  the  Fifth  Grade  is  limited  and  there  are 
not  many  books  of  American  biography  which  can  easily  be  read 
by  them.  Their  power  to  think,  reason,  and  imderstand  is  much 
greater  than  their  ability  to  get  the  thought  from  the  printed 
page. 

In  the  People's  schools  of  Germany  the  instruction  in  history 
throughout  all  grades  is  oral.  The  tales  are  first  related  by  the 
teacher  and  then  repeated  by  the  pupils  until  they  have  be- 
come entirely  familiar.  Dr.  Klemm,  in  his  "'European  Schools," 
describes  a  lesson  he  heard  in  a  Rhenish-Prussian  school,  corres- 
ponding to  the  Sixth  Grade  of  our  American  schools.  ''First  a 
biographical  narrative  was  given  by  the  teacher,  who  snoke  in 
very  simple,  appropriate  language,  but  feelingly,  with  the 
glow  of  enthusiasm  and  the  chest-tone  of  conviction.  He  made 
each  pupil  identify  himself  with  the  hero  of  the  story.  The  map 
was  frequently  used  or  referred  to.  Bits  of  poetry  taken  from 
the  reader  were  interwoven,  and  circumstances  of  our  time,  as 
well  as  persons  of  very  recent  history,  were  mentioned  at  proper 
occasions.     The   attention   was   breathless. 


87 

"Secondly,  the  story  was  then  repeated  l)y  ])U|jils,  who  were 
now  and  then  interrupted  hy  leadinjj  questions.  Tlie  answer.s 
were  af^ain  used  to  develop  new  thoujihts  not  brought  out  hy 
the  first  narration.  Particularly  was  it  cause  and  ellect.  and  the 
moral  value  of  certain  historical  actions,  which  claimed  the  at- 
tention of  the  teacher.  To  me  it  was  very  instructive  to  see 
the  children  search  for  anaIo<ious  cases  in  human  life  as  they 
knew  it. 

■"Thirdly,  the  pupils  were  led  to  search  in  tlieir  stores  of 
historical  knowledge  for  analogous  cases,  or  cases  of  decided 
contrast.  This  gave  me  an  in.sight  into  the  extent  of  their 
knowledge.  When,  for  instance,  certain  civil  virtues  were  spoken  of. 
they  mentioned  cases  which  revealed  a  veiy  laudahle  familiarity 
with  history.  But  all  their  knowledge  had  heen  grouped  around 
a  certain  number  of  centers — that  is  to  say,  of  great  men. 
That  is  to  say,  their  historical  knowledge  had  been  gained  through 
biographies. 

"Fourthly,  the  pupils  were  told  to  write,  in  a  lonnective 
narration,  what  they  had  just  learned.  This  proved  a  fertile 
composition  exercise,  because  the  pupils  had  something  to  write 
about — a  thing  that  is  not  quite  so  frequent  in  schools  as  it 
seems   desiiable." 

SIXTH   YEAR 

B   Class. 
(Text — State     Series,     "Introductory     History."       Limits,     p. 
1-186.) 

Base  the  reading  and  discussion  of  this  grade  on  the  State 
Series  text,  beginning  book  .supplemented  by  as  many  children's 
books  as  can  be  obtained  by  the  teacher.  This  will  serve  to  re- 
view and  integrate  the  more  or  less  unsystematic  work  of  the 
earlier  grades  and  initiate  the  children  into  the  use  of  a  text 
book.  Do  not  fail  to  see  that  a  few  important  facts  growing  out 
of  the  presentation  of  each  to|>ic  are  pegged  down.  Occasionally 
a  date  will  be  reached  which  will  serve  as  a  center  in  time.  alMHit 
which  to  group  important  conceptions.  See  that  the  date  i-; 
remembered  together  with   its  associations. 

A    Class. 
(Text — State     Series.     "IntroibK-tni y      History."       Limits,   p. 
1S<5-.1;}8). 

In    the    presentation    of    historv    stories    the    necessit  \     for    a 


clear  geograpliiial  hjukfiiound  cannot  be  too  greatly  emphasized. 
Wall  maps,  globes,  blackboard  sketches  and  diagrams,  and  out- 
line maps  should  be  used  in  every  story  to  make  clear  the  sim- 
ple geographical  setting  in  which  the  action  takes  place.  With- 
out recourse  to  material  of  this  kind  the  presentation  of  any 
phase  of  history  can  never  be  anything  but  confusing  to  the 
child.  It  is  safe  to  say  that  no  lesson  in  history  should  ever 
be  given  without  making  some  reference  to  maps  or  diagrams. 
In  this  connection,  too,  the  children  .should  be  encouraged  to 
use  the  crayon  as  they  talk  in  making  rapid  blackboard  sketches 
— a  very  material  aid  to  their  own  comprehension  of  the  given 
situation  and  serving  to  make  clear  to  others  the  thought  which 
is  being  expressed.  Children  quickly  fall  into  the  way  of  doing 
this  if  the  teacher  sets  the  example. 

One  of  the  important  by-products  to  be  gotten  in  this  work  in 
history  is  fluency  of  speech,  and  accuracy  and  felicity  in  the  use 
of  the  mother  tongue.  There  is  nothing  which  contributes  more 
to  giving  an  individual  power  and  influence  with  his  fellows  than 
readiness  in  oral  speech.  To  be  able  to  express  one's  ideas  in 
clear-cut,  terse,  idiomatic  language  freed  from  the  weakness 
which  accompanies  self-consciousness  is  to  be  in  possession  of  a 
power  the  value  of  which,  if  it  be  put  to  right  uses,  is  inestimable. 
In  the  history  discussion,  if  it  be  based  upon  a  wealth  of  detail,  the 
teacher  has  a  splendid  opportunity  for  developing  this  language 
power,  and  while  this  idea  must  never  entirely  dominate  the 
work  of  the  history  recitation,  yet  it  should  ever  be  in  the 
background  of  the  teacher's  consciousness. 

SEVENTH   YEAR 

B  Class. 
(Text — State    Series,    ''Grammar    School    History."      Limits, 
p.  1-109.) 

(Note:  Experience  would  seem  to  indicate  that  this  text 
is  difficult  for  children  of  the  Seventh  and  Eighth  Grades.  We 
would  recommend  that  teachers  make  no  attempt  to  take  it 
chapter  by  chapter  but  rather  to  select  the  topics  in  the  story 
of  the  birth  and  growth  of  our  country  which  are  important  and 
which  appeal  to  the  children  of  Seventh  and  Eighth  Grade  devel- 
opment, and  treat  them  in  a  simple  way,  using  that  part  of  the 
text  which  contributes  to  such  topics  and  omitting  the  remainder. 
To  this  end  we  enumerate  a  suggestive  list  of  topics  and  also 
give  a  list  of  texts  and  supplementary  books  where  further  ser- 


89 

vioeable  material  can  be  procured.  It  is  lioped  that  this  entire 
list  of  books  will  soon  be  at  the  service  of  every  history  teacher. 
Many  of  the  topics  which  follow  were  suggested  by  Mr.  Percy  David- 
son, at  one  time  of  the  San  Francisco  State  Normal  School,  and 
more  recently  of  Teachers'  College,  Columbia  I'niversity.) 

Topics:      1.     How  the  Europeans  Found  a   New   World. 

The  story  of  the  Norsemen,  of  how  Marco  'Polo 
taught  Europeans  geography,  of  how  Columbu.s  sailed 
west  to  reach  the  East,  of  how  the  Cabots  followed 
for  the  English,  of  how  Vasco  de  Gama  won  the  prize 
for  Portugal,  of  how  Balboa  discovered  the  Pa- 
cific Ocean,  and  of  how  Magellan  crossed  it  and 
his  ships  sailed  around  the  world. 

2.  How  Spain  took  possession  of  the  New  World. 

The  story  of  how  Ponce  de  Leon  went  in  search 
of  the  fountain  of  youth,  of  how  Cortez  contiuered 
the  Indians  of  Mexico,  of  Pizarro  and  the 
wealthy  Peruvians,  of  the  lonely  tramp  across  the 
continent  in  search  for  the  seven  cities,  of  De  Soto's 
vain  search  for  more  rich  cities,  and  of  the  .Spanish 
missionaries  and   their   work    for   the   Indians. 

3.  How  Spain  Had  a  Rival  in  New  France  and  a  Second 

Rival   in  the   English   Seamen. 

The  story  of  how  Verrazano  and  Cartier  set  up 
the  flag  of  New  France,  of  how  the  French  were 
driven  from  Florida,  of  how  Champlain  founded  a 
New  France  in  America,  of  how  Martjuette  and  .loliet 
explored  the  Mississippi,  of  how  LaSalle  added  the 
valley  of  the  Mississippi  to  New  France,  and  <»f  the 
French  missionaries  and  how  through  them  the 
French  got  great  hold  on  the  Indians.  The  stories 
also  of  Sir  Humphrey  Gilbert,  of  Sir  Francis  Drake, 
the  English  dragon,  and  of  how  Sir  Walter  Raleigh 
dreamed   of  a    new    Engli.sh   nation. 

4.  How  the  New  World  Colonies  were  Established.    (Jroup 

this    discussion    around    three    centers: 
(a.)     Old  Virginia   and   Her  Neighbors. 

The  story  of  the  beginning  of  Virginia,  of  Na- 
thaniel Bacon  and  the  rights  of  the  people,  of  the 
founding  of  Maryland  as  a  home  for  Catholics,  of 
the  Carolinas  and'tlic  pirates,  of  (u-noral  Oglethorpe 


90 

and   (ieorgia,   and    of    how    the    people    lived    in    the 

Southern  colonies. 

(b.)     The   Puritan   Colonies. 

The  story  of  the  Pilgrims,  of  the  coming  of  the 
Puritans,  of  Koger  Williams  and  religious  liberty, 
of  King  Philip's  War,  of  the  beginning  of  Maine 
and  New  Hampshire,  of  the  manner  in  which  Androa 
governed  New  England,  and  of  how  the  people  lived 
in  the  Puritan  colonies, 
(c.)     The  Dutch  and  Quaker  Colonies. 

The  story  of  how  Hudson  explored  for  the  Dutch, 
of  how  New  Amsterdam  was  founded,  of  the  English 
attack  and  occupancy,  of  William  Penn  and  the 
Quakers,  of  the  founding  of  New  Sweden,  New 
Jersey,  and  Delaware,  and  of  how  the  people  lived 
in  these  middle  colonies. 

5.     The   Long   Struggle   for   North   America. 

The  story  of  the  early  troubles  along  the  border, 
of  how  the  men  of  Massachusetts  captured  Louis- 
burg,  of  young  George  Washington  and  the  part  he 
plaj'ed  in  the  French  wars,  of  how  the  French  were 
driven  from  Acadia,  of  how  the  English  won  the 
continent,  and  finally  how  Pontiac  tried  to  drive 
them  back. 

Texts:  Doub,  History  of  the  United  States;  Limits,  p. 
1-233.  Mace,  School  History;  Limits,  p.  1-134.  Gordy, 
History  of  the  United  States;  Limits,  p.  1-125.  See 
card  case,  children's  room,  public  library,  for  further 
good  material. 

Literature:  Irving,  "Columbus;"  Prescott,  ''Ferdinand  and 
Isabella;"  Joaquin  Miller,  "Columbus;"  Fiske,  '"Dis- 
covery  of  America;"  Henty,  "By  Right  of  Conquest;" 
Wallace,  '"The  Fair  God;"  Munroe,  •Flamingo 
Feather;"  Munroe,  'The  White  Conqueror:'"  Scott, 
■'Kenilworth :"  Kingsley.  "Westward  Ho!;"  Henty. 
"Under  Drake's  Flag;"  Longfellow,  "Sir  Humphrey 
Gilbert;"  Johnston,  "Prisoners  of  Hope;"  Johnston, 
"To  Have  and  To  Hold;"  Longfellow,  Miles  Stan- 
dish;"  Rankin,  "The  Word  of  God  to  Leyden  Came;" 
Pierpont,  "The  Pilgi'im  Fathers;"  Hemans.  "The 
Landing  of  the  Pilgrims;"  Hawthorne,  "Grandfather's 
Chair;"  Hawthorne.  "The  Gentle  Bov;"'  Longfellow. 


91 

"Giles  Corey;"  Whittier,  "Mabel  Martin;"  Whittier, 
'Snow  Bound;"  Hawthorne,  '"Tales  of  the  White 
Hills;"  Irving,  "Sketch  Book;"  Hart.  "Source  Book 
of  American  History;"  Hawthorne.  "Biographical 
Stories;"  Longfellow,  "The  Building  of  the  Ship;" 
Cooper,  "J^st  of  the  Mohicans;"  Tliackeray,  "\'ir- 
ginians;"  Henty,  "With  Wolfe  in  Canada;"  Munroe, 
"At   War   with    Pontiac;"   Longfellow,   •'Evangeline." 

The  best  method  of  building  u])  the  essential  associations 
with  eacii  of  the  content  units  of  history  lies  in  tlie  wise  use 
of  supplementary  reading  and  supplementary  nuxterial.  The 
teacher  sliould  be  continually  on  the  alert  for  interesting 
biogiaj)hy  and  fiction;  for  vivid  bits  of  narration  or  description; 
for  lines  of  verse  full  of  luunan  feeling,  and  for  stories  of  life  or 
adventure  which  are  true  to  historical  fact  and  at  the  same  time 
contribute  directly  to  the  conceptions  which  the  teacher  con- 
siders essential.  Much  good  material  of  this  sort  is  to  be  found 
in  the  popular  magazines  of  the  day  as  well  as  in  many  juvenile 
books  of  an  historical  sort  which  are  now  on  the  market.  Freijuently 
too,  the  teacher  will  find  excellent  material  in  the  nuiga/.ine  sec- 
tions of  our  daily  newspapers.  A  scrap  book  sliould  be  kept  by 
the  teacher  for  clippings  which  she  thinks  will  be  of  help  to  her 
at  some  time  in  her  work.  The  children  will  be  greatly  inter- 
ested in  gathering  illustrative  material  for  scrap  books  of  their 
own  if  encouraged  to  do  so  by  the  teacher.  It  is  an  excellent 
idea  in  this  connection  to  have  the  children  make  such  a  book, 
grouping  their  clippings  and  pictures  under  the  content  imit 
being  studied.  The  guiding  principle  in  the  selection  of  such  uui- 
terial  for  a  given  gi'ade  is,  first,  adaptability  to  the  average  pupil 
of  the  grade;  and,  second,  its  usefulness  in  supplementing  the 
topic  which  the  teacher  wishes  di.scu8sed  in  the  recitations.  The 
teacher  will  find  that  whatever  effort  she  makes,  both  in  building 
up  her  working  library  along  these  lines  and  in  gathering  a 
collection  of  short  stories,  pictures,  and  curios,  which  illustrate 
the  essentials  of  history,  will  amply  compensate  her  in  tlie  large 
increase  in  school-room  ell'ectiveness  wliich  will  immedinti'ly 
follow. 

When,  for  any  reason,  a  sutlicient  iiumiier  of  lH>oks  and  refer- 
ences on  a  given  topic  are  not  to  be  had  the  teacher  should  prepare 
herself  carefully  on  the  details  of  the  topic  and  tell  the  story  in 
a  manner  as  interesting  and  effective  as  possible.  The  story 
will  be  made  much  more  vivid  and  interesting  if  .she  illustrates 
what  slit-  has  to  say  by  dniwiiig  dingrams  or  pictures  on  the  boani 


92 

as  she  talks.     Tlie  children  sliould  likewise  he  encouraged  to  talk 
with  the  crayon  in  their  hands. 

A  Class. 
(Text — State  Series,  '•Graniniar  School  History."  Limits, 
p.  110-258.) 

Topics:     1.     The  English  Colonies  Quarrel  with  the  Mother 
Country. 

The  story  of  James  Otis  and  the  trade  laws,  of 
Patrick  Henry  and  the  quarrel  about  the  taxes,  of 
how  Massachusetts  opposed  the  King,  of  the  begin- 
ning of  tlie  fighting,  and  of  Thomas  Jefferson  and  the 
Declaration  of  Independence. 

2.  The  Winning  of  Independence. 

The  story  of  how  Washington  lost  and  won;  of  the 
struggle  for  the  center;  of  Washington's  diflBculties 
at  Valley  Forge,  with  Congress  and  the  army,  the 
Conway  Cabal;  of  how  George  Rogers  Clark  saved 
the  Northwest;  of  John  Paul  Jones  and  the  war  on 
the  sea;  of  the  year  of  disasters;  of  Benjamin  Frank- 
lin and  the  help  of  France  and  of  how  the  war  finally 
ended  with  the  surrender  at  Yorktown. 

3.  How  the  Thirteen  States  became  a  Xation. 

The  story  of  the  state  of  money  matters  at  the 
close  of  the  war,  of  the  quarrels  of  the  thirteen 
states,  of  the  weakness  of  the  government  under  the 
Articles  of  Confederation,  of  Alexander  Hamilton 
and  the  making  of  the  Constitution,  and  of  the  rati- 
fication of  the  Constitution,  and  the  birth  of  the 
new  nation. 

4.  How  the  Older  Nations  treated  the  Young  Republic. 

The  story  of  how  Washington  kept  the  weak  na- 
tion out  of  trouble,  how  the  new  nation  taught  the 
older  ones  a  lesson  through  her  defeat  of  the  Bar- 
bary  pirates,  and  how  for  a  second  time  the  nation 
had  to  fight  England,  this  time  for  her  commercial 
independence. 

5.  Our  Country  in  1790  Contrasted  with  What  It  Was  in 

1815  and  with  What  It   Is  Now. 

As  to  commercial,  agricultural  and  industrial  pro- 
gress,  and   wars   in   wliicli    these   activities   are   con- 


93 

ducted;  as  to  internal  improvements,  roada,  canals, 
steamboats,  railroads;  as  to  the  condition  of  people 
relative  to  conveniences  of  living;  as  to  the  treat- 
ment accorded  laborers;  as  to  newspapers  and  maga- 
zines: as  to  the  speed  and  convenience  of  methods  of 
inter-commiiniiatii)n :  and  as  to  its  ways  of  conduct- 
ing tinamial  transactions;  currency,  mints,  banks. 

Texts:  Doub,  History  of  the  Inited  States;  Limits,  p. 
233-441.  Mace.  School  History;  Limits,  p.  134-295. 
Gordy.  History  of  the  United  States:  Limits,  p.  125- 
239.  See  card  case,  children's  room,  public  library, 
for  further  good  material. 

Literature:  Emerson,  "Lexington,"  '"Boston";  Webster, 
"Bunker  Hill,"  "Adams,"  "Jefferson";  Holmes,  "Grand- 
mother's Story  of  Bunker  Hill";  Coffin,  "Boys  of 
76";  Longfellow.  "Paul  Revere's  Ride";  Scudder. 
"Life  of  Washington";  Hart,  ''Source  Book  of  Amer- 
ican History";  Bryant.  "Seventy-six":  Bryant.  "Song 
of  Marmion's  Men";  Henty.  "True  to  the  Old  Flag"; 
Cooper.  "Spy  and  Pilot";  Mitchell,  "Hugh  Wynne": 
Churchill,  "Richard  Carvel";  Thompson.  "Alice  of 
Old  Vincennes";  Finch.  '"Nathan  Hale":  Holmes. 
'"Old  Ironsides";  Gertrude  Atherton.  ""The  C(>n(|ueriir." 

In  all  this  work  the  teacher  should  lean  heavily  upon  the 
miblic  library,  for  no  text,  however  excellent,  can  be  more  than 
a  compendium  of  certain  facts  and  general  notions.  The  space 
limitation  is  such  that  it  is  impossible  to  include  that  wealtli 
of  detail  and  picturesque  incident  which  is  essential  to  interest 
as  well  as  to  a  clear  comprehension  of  the  point  under  consid- 
eration. For  instance,  to  put  a  pupil  in  any  sort  of  sympathetic 
touch  with  a  character  such  as  that  of  Washington,  of 
Lincoln,  or  with  a  period  such  as  that  of  the  perio«l  of  recon- 
struction, it  is  necessary  that  the  child  should  receive  his  im- 
pressions in  concrete  form  and  chiefly  in  mental  pictures  which 
he  can  clearly  visualize.  It  is  not  necessary,  neither  is  it  de- 
sirable, that  the  pupil  should  remember  all  the  details  which  have 
to  be  presented  in  order  to  get  a  given  picture,  imleed.  with  most 
of  us,  in  time,  such  details  fade  from  consciousness  leaving  in 
their  stead  only  a  general  feeling,  a  sense  of  perspective.  But 
since  concrete  pictures  are  the  only  materials  out  of  which  gen- 
eralizations are  fashioned,  it  follows  that  a  mass  of  concrete  and 
related  detail  is  neccssarv  if  we  would  have  the  child  understand 


94 

the  general  statements  which  lie  finds  in  his  text.  It  is  true 
that  one  cannot  put  a  general  conception,  a  vague  term,  an  ab- 
stract (leHiiition,  an  abstract  idea  or  notion,  into  a  child's  mind 
and  have  him  hold  this  until  he  gets  old  enough  or  gets  exper- 
ience enough  to  clothe  it  in  its  proper  image.  If  he  holds  it  at 
all.  except  through  verbal  memory,  he  holds  it  because  it  is  an 
image.  The  range  of  information  in  any  field  of  knowledge  is 
so  vast  and  so  varied  that  a  text-book  which  would  include  the 
concrete  material  necessary  to  creating  essential  images  clearly 
cannot  be  less  than  a   library   of  books. 

Our  texts  are  attempts  to  encompass  this  mass  of  detail 
within  two  covers.  Of  necessity  they  can  be  little  more  than  a 
convenient  outline  of  principles  and  generalizations  so  abstract 
that  picture  thinking  from  them  is  impossible.  That  school-room 
practice  which  does  not  go  beyond  the  text  can  be  nothing  more 
than  a  system  of  memorizing  words  and  phrases  because  that 
body  of  material  necessary  to  the  understanding  of  the  given 
generalization  lies  outside  of  the  text.  The  chief  source  of  the 
supply  of  such  material  is  found,  obviously,  in  the  Public  Li- 
brary and  the  teacher  who  does  not  use  the  Library  freely  for 
her  own  help  and  inspiration  as  well  as  to  secure  material  for 
the  use  of  her  classes  is  without  uplift. 

EIGHTH  YEAR 

B  Class. 
(Text — State  Series,  '"Grammar  School  History."    Limits, 
p.   206-4.33.) 

Topics:      1.     The  (TroAvth  of  the  Republic  to  the  West. 

The  story  of  the  first  settlements  beyond  the 
mountains:  of  Boone  in  Kentucky  and  of  St.  Clair 
and  Wayne  in  Ohio;  of  how  the  republic  bought 
Loui.siana  and  Florida :  of  tlie  expedition  of  Lewis 
and  Clarke  to  the  Northwest ;  of  how  Fulton  and 
the  steamboats  lielped  the  West ;  of  how  Tecumseh 
tried  to  check  the  growth;  of  how  the  railroads 
helped;  and,  finally,  of  how  the  people  lived  in  the 
West. 

2.     How  the  Spanish  Southwest  Was  Added  to  the  Nation. 
The   story   of   Pike   among   the   Spaniards   of   the 
Southwest;  of  Aaron  Biur  and  his  plan  for  a  South- 
western Empire;  of  the  story  of  Texas.  David  Crock- 


95 

ett  and  Samuel  Houston :  ot  tlu-  war  with  Mexico 
and  the  early  life  of  (irant ;  and  of  California  and  the 
findinfT  of  {rnid. 

3.  Tlie  story  of  Slavery  and  Hou  it  Split  the  Nation. 
The  story  of  liow  Kli  Whitney  helped  the  South; 
of  the  system  of  slavery  and  how  the  ne^rroes  and 
the  whites  lived  in  the  South;  of  how  (iarrison  ur^ed 
the  nation  to  free  the  slaves;  of  the  tiuestion:  "Shall 
slavery  be  allowed  in  the  New  West*"  of  how  the 
slave  states  left  the  I'nion  and  the  war  began;  of  the 
progress  of  the  war  in  the  Mississippi  ^'alley — fJrant, 
Farrajrut  :  of  the  war  in  the  Kast — Stonewall  .lack- 
son.  Robert  K.  Lee;  of  how  Lincoln  freed  the  slaves; 
of  the  progress  of  the  war  on  the  sea;  of  its  ending 
and  the  death  of  Lincoln  and  the  later  life  of 
Grant;  of  how  the  I'nion  was  rebuilt:  and.  finally, 
how  there  is  now  a  New  South  rising  out  of  the  Old 
South. 

For  excellent  suggestions  as  to  what  to  empliasi/e 
in  tile  treatment  of  slavery,  see  Bourne.  "The  Teach- 
ing of  History  and  (ivies."  p.  .■U'2-.3r)2. 

Texts:      Doub,   History    of   the    Liiited  States;  Limits,    p. 

4;i3-.>88.      Mace.   School    History;  Limits,  p.    •2.1.')-:]!t4. 

(iordy.  History  of  the  Inited  States:  Limits,  p. 
•21.S-.S71. 

Literature:  Schurz,  "Abraham  i^incoln";  Lincoln's  Inaugu- 
rals and  other  speeches;  Stowe,  "rncle  Tom's  Cabin"; 
Webster,  Speech  in  reply  to  Hayne ;  Parkman,  '"Or- 
egon Trail";  Hart,  "Source  Book  of  American  Hist- 
ory"; Hawthorne,  "The  House  of  Seven  Cables"; 
Cooper,  "The  Pilot":  Kggleston,  "Hoosier  Schoohnas- 
ter";  Harris.  "I'nde  Remus";  Brooks.  "Boy  Settlers"; 
Whittier,  "Slave  Ships";  Tarboll,  "Abraham  Lin- 
coln"; Page.  "In  Old  \irginia":  Henty.  "With  Lee 
in  Virginia";  Trowbridge.  "Cud joe's  Cave".  "Three 
Scouts,"  "Drummer  Boy":  Churchill.  "The  Crisis"; 
Conin.  "Winning  His  Way":  Whittier.  "Barbara 
Frietchie":  Head.  "Sheridan's  Ride";  Stoddanl. 
"Burial  of  Lincoln";  Longfellow.  "Decoration  Day": 
Lincoln.  "Dedication  of  (lettysburg  Ceujetery":  Tick- 
nor.  "Little  Giffin  of  Tennessee";  Walt  Whitman. 
"O  Captain!  My  Captain":  Finch.  "The  Blue  and  the 


96 

(iray"';  Howe,  "Battle  Hymn  of  the  Rf public'';  Harte, 
•'The  Reveille";  Pike,  "Dixie." 

A  Class 
(Text:     State  Series,  "Crainiiiar  School  History.") 

Topics:      1.        riic  Building  of  the  Far  West. 

The  story  of  the  great  American  desert  and  its 
first  settlers;  of  the  mine;  of  the  cowboy;  of  how  the 
railroads  crossed  the  continent;  of  how  the  United 
States  has  treated  the  Indians;  and  of  the  settle- 
ment of  the  Far  West. 

2.     Some  of  the  Things  which  Have  Helped  to  Make  the 
Nation  Great. 

The  story  of  electricity  and  the  men  who  made  it 
useful — Morse,  Field,  Edison,  Bell;  of  the  effort  for 
good  government — Horace  Greeley,  Hayes,  Garfield, 
Cleveland,  Roosevelt;  of  how  the  laboring  men  and 
the  business  men  have  helped;  of  some  of  the  great 
men  in  literature,  science,  and  religion;  and.  finally, 
what   America   is   four  hundred   vears  after  its  dis- 


3.  The  Young  Republic  Takes  Her  Place  Among  the  Na- 

tions of  the  World. 

The  story  of  how  she  bought  land  from  Russia 
and  what  this  land  is  coming  to  mean  to  her;  of  how 
she  took  the  part  of  Cuba  and  the  consequences; 
and,  finally,  of  the  colonial  possessions  of  the  United 
States. 

4.  Give   a   general   review   of   the   history   of   the   United 

States  by  taking  up  the  gieat  questions  and  move- 
ments which  have  characterized  our  national  exis- 
tence and  follow  out  the  history  of  each  from  the 
beginning:  Slavery,  Crucial  Political  Struggles, 
Growth  of  Territory,  Treatment  of  the  Indian,  Im- 
migration Question,  Industrial  Development,  Commer- 
cial Development. 

5.  Civics:      Read   and   discuss   Smith,   "Training  for  Cit- 

izenship." (See  course  in  Readiiig  and  Literature. 
Manual,  p.  40.) 

Texts:     Doub,  History  of  the  United  States.    Mace,  School 
History.    Gordv.  Historv  of  the  United  States. 


THE    COURSE    IN    GEOGRAPHY 


Geograpliy  is  ((iiiiiii^'  iiHirc  siikI  iiuirc  to  he  r('<'(i_i;iii/.t'(l  as  llio 
study  of  Man.  liis  lionie  and  liis  activities;  and  of  thf  foiTcs 
and  processes  wliidi  affect  iiini  in  some  si^jnificant  way.  No 
longer  do  we  look  upon  the  earth  as  an  inert  mass  upon  which 
life  has  been  imposed  by  fiat.  No  longer  do  we  look  upon  .Man 
as  wholly  .separated  from  and  uninfluenced  by  the  .same  forces 
which  raise  up  continents  and  tear  down  mountains.  With 
each  advance  in  our  knowledge  concerning  the  comlitions  which 
have  brought  men  to  their  present  high  place  we  get  a  clearer  con- 
ception of  the  beauty  and  order  of  the  system  by  which  the  pro- 
cesses of  Nature  have  liclpcd  make  men   wliat   the,y  arc. 

It  is  not  enough  merely  to  learn  where  the  Sahara  region 
is  located;  nor  to  learn  tluit  it  is  a  region  of  desolate,  .sandy 
wastes:  nor  even  to  know  something  of  the  j)lace  it  occuj)ies  in 
the  economic  world;  but  with  all  tlu>se  we  must  get  a  con- 
ception of  the  miglity  forces  which  have  caused  its  barrenness, 
it  is  not  sufhcient  to  learn  merely  the  location  of  the  Amazon; 
or  that  its  region  is  one  of  tremendous  rainfall,  of  den.se  vege- 
tation, and  of  a  tropical  climate;  or  even  liow  it  ministers  to  the 
needs  of  civilization.  In  addition  to  these  conceptions  the  chil- 
dren must  get  a  glimpse  of  the  beauty  of  the  plan  by  which  the 
winds  and  the  mountains  working  together  make  it  J  he  region  it 
is.  It  will  not  do,  tlien,  merely  to  locate  the  earth's  regions,  not 
merely  <n  describe  them,  nor  to  consider  alone  their  contribu- 
tion to  the  needs  of  Man,  but  the  physical  forces  which  are  at 
work  in  each,  nursing  and  developing  organic  lit'*-,  must  be  ob- 
serve<l  and  their  action  and  interaction  explained. 

The  essentials  of  geography  most  easily  fall  into  tliree 
divisions — locative,  descriptive  and  physical  and  under  these 
heads   tiwy   can    best    be   studied.       ilie   order    in   which    these   sub- 

97 


98 

(li\  isiuiis   ;iic   corisidcicd    licrc    is   an  Mudf-r   of   convenience   rather 
than   niic   iiiili(  at  in;;  relative  importance. 

Essential  Map  Locations. 
■jlial  I  lie  study  of  wo^raphy  .should  leave  a  precipitate  of 
ma))  (oneeptions  and  map  locations  cannot  be  gainsaid  though 
the  notion  that  such  work  is  all  of  }j;eography  or  indeed  any 
consi<leral)le  part  of  it  is  not  for  a  moment  to  be  entertained. 
It  is  useful,  for  instance,  to  have  a  clear-cut  mental  image  of  the 
great  land  and  water  masses  of  the  world,  in  their  true  spacial 
relations  one  to  another  and  in  terms  of  the  globe  and  of  the 
flat  map.  for  such  conceptions  clarify  and  give  point  to  the 
record  of  the  world's  happenings  which  each  day  finds  its  way 
to  our  homes.  We  need  to  know  the  locations  of  London  and 
Paris  and  New  York  and  Chicago  and  New  Orleans  and  San  Fran- 
cisco and  Seattle  and  Los  Angeles,  rather  than  of  Deadwood  City, 
of  Milpitas,  and  of  Timbuctoo,  because  the  social  group  to  which 
we  belong  talks  about  these  places,  and  writes  about  them,  and 
reads  about  them,  as  well  as  for  the  reason  that  the  significant 
influences — ^influences  which  are  directing  the  course  of  the 
world's  progress — emanate  therefrom.  We  need  to  know  the  sal- 
ient relief  features  of  the  continents,  in  what  heat  and  light 
zones  these  continents  lie,  and  the  direction  of  their  prevailing 
wind.s  that  we  may  know  the  climate  of  each  characteristic  area, 
the  occupations  of  the  inhabitants  of  each,  and  what  kind  of 
civilization  each  has  developed,  all  of  which  information  is 
again  a  part  of  the  common  possession  of  the  larger  social  group 
to  which  we  belong  and  for  abundant  entrance  to  which  it  is  pre- 
sumed we  are  preparing  our  pupils.  Not  to  multiply  illustra- 
tions further,  we  think  the  conclusion  warranted  that  children 
leaving  the  grades  should  know  a  modicum  of  map  facts  and 
that  the  teachers  should  see  to  it  that  they  know  it  well. 

As  to  what  in  detail  these  essential  formal  conceptions  and 
facts  are  is  somewhat  a  matter  of  personal  opinion,  as  the  in- 
terpretation of  what  preparation  will  bring  freedom  and  effec- 
tiveness in  our  social  group  must  always  be.  Yet  we  are  sure 
that  by  the  complementary  process  of  elimination  and  construc- 
tion we  can  draw  together  a  body  of  facts  and  conceptions  which 
all  will  agree  expresses  a  necessary  minimum. 

We  can  at  once  eliminate  what  some  one  has  called  "sailor- 
geography,"  the  terra  referring  to  that  information  which  only 
a  mariner  finds  of  value.  We  remember  well  when  it  was 
thought  necessary  to  require  children  to  memorize  the  names  of 


99 

some  fifteen  or  twenty  tapes  on  tlie  coast  of  Maine  and  to  de- 
scribe the  course  of  some  lifty-two  rivers  on  the  Atlantic  slope 
of  the  United  States.  The  fanions  educator.  .I(dni  Swett.  the 
father  of  education  in  California,  says  in  liis  reminiscences  that 
in  an  examination  on  geography  which  he  was  required  to  take 
to  secure  a  teacher's  certificate  he  was  asked  to  "name  all  of 
the  rivers  of  the  world  which  flow  into  the  Atlantic  Ocean — 
into  the  Pacific."  It  is  safe  to  say  that  very  much  of  the  map 
work  which  was  done  hy  teachers  even  a  decade  ago  would 
properly  fall  in  this  category  of  sailor-geography;  indeed,  it 
may  be  added,  that  it  is  still  by  no  means  nnknowii  tn  texts  in- 
to schools. 

We  can  eliminate,  too,  the  woi'k  of  leaiiiiii;.'  Lrcograpliy  l)y 
formula.  In  tiiose  earlier  days  we  had  a  fmimila  for  boiuKliiig 
the  states:  "Massachusetts  is  bounded  on  the  north  by  Wn- 
mont  and  New  Hampshire,  on  the  east  by  tlie  Atlantic  Ocean, 
on  the  south  by  Rhode  Island  and  Connecticut,  and  on  the  west 
hy  New  York."  We  had  also  a  formula  for  "describing"  rivers. 
To  "describe"  a  river  was  to  mention  where  it  ro.se.  tlirongh 
or  by  what  states  or  countries  it  (lowed,  and  into  what  larger 
body  it  poured.  The  formula  comprised  the  use  of  very  precise 
language  in  which  each  point  was  treated  in  the  exact  order 
just  mentioned.  There  were  set  forms  of  words,  too,  to  be  used 
in  locating  capes,  cities,  islands,  as  well  as  in  "describing"  a 
inoimtain  range.  The  trouble  with  all  this  work  is  tliat  it  soon 
becomes  just  like  a  series  of  nonsense  syllables  or  counting-out 
rigamaroles  without  meaning  or  significance.  When  bounding 
Massachusetts  we  did  not  see  it  and  the  other  states  adjacent  in 
terms  of  space  images,  consecjuently  our  words  could  mean 
nothing  more  than  did — eeny,  meeny,  miny,  mo.  The  (luestion, 
'What  state  is  Massachusetts  east  of?"  would  have  thrown  tis 
into  comj)lete  confusion.  So  in  "describing"  rivers,  wliile  we 
might  have  known  how  to  point  out  a  given  one.  yet  \vv  stumbled 
about  greatly  trying  to  n-niember  the  formula  by  which  to  say 
where  it  was,  and  once  having  learned  to  say  it  the  slightest 
departure  in  form  from  the  usual  question  brought  utter  demor- 
alization. We  think  it  highly  desirable  that  the  child  be  able 
to  locate  the  states  of  the  Union,  the  countries  of  the  world,  and 
some  of  the  principal  cities  and  rivers,  yet  we  would  substitute 
a  method  for  that  of  the  "formula,"  which  giv(>s  the  desired  re- 
sult without  frittering  away  the  pupil's  time. 

A  third  line  of  formal  work  in  which  there  can  be  generous 
omission,  we  tiiiiik.  is  in  the  matter  of  leaining  the  capitals  and 


100 

largest  cities  of  tlic  several  states  of  the  L'liion.  To  fill  the 
mind  with  such  facts  as:  "Pierre  is  the  capital  of  South  Dakota, 
Jetlerson  City  is  the  capital  of  Missouri,  Columbia  is  the  capital 
of  South  Caroliiui,  (iuthrie  is  the  capital  of  Oklahoma," — is  a 
good  deal  like  buying  up  all  the  old  junk  in  the  city,  thinking 
that  some  time  a  bolt  or  an  iron  bar  may  be  needed.  The  fact 
that  the  State's  administrative  oflices  happen  to  be  located  in  a 
given  city  can  hardly  be  of  more  than  local  concern.  Such  facts, 
as  with  the  facts  as  to  the  largest  city  in  each  state,  are  bits 
of  encyclopedic  information  which  the  members  of  the  social 
group  to  which  we  belong  can  scarcely  be  expected  to  have  on 
tap.  It  is  sufTH'ient,  for  much  of  the  detail  of  every  subject,  to 
know  where  it  is  to  be  found  when  we  want  to  use  it. 

Again,  a  phase  of  geography  work  which  received  much 
painstaking  attention  at  the  hands  of  older  teachers  and  which 
with  advantage  can  be  greatly  modified  is  the  matter  of  map 
drawing.  We  used  to  spend  hours  in  making  a  single  drawing 
of  a  continent.  We  tried  to  work  in  every  little  turn  and  twist 
in  the  coast  line  and  in  the  rivers.  One  boy  in  our  class  be- 
came something  of  a  local  celebrity,  his  claim  to  fame  being 
that  he  could  draw  "beautiful  rivers."  Many  a  night  we  have 
soaked  our  paper  in  kerosene  in  order  that  we  might  make  a 
tracing  on  it  the  next  day.  And  yet  all  this  labor  was  exceed- 
ingly fruitless  and  virtually  wasted  because  our  teachers  did  not 
see  tliat  our  attention  was  being  placed  on  a  bit  of  intricate  de- 
tail and  not  on  the  broad,  bold  and  obvious  features  and  contour. 
They  did  not  perceive  that  the  chief  thing  to  get  was  a  clear-cut 
mental  image  of  the  given  map,  and  that  attempting  to  draw  a 
thing  is  one  of  the  surest  and  quickest  ways  of  making  an  image 
clear  and  well  defined.  But  the  drawing  should  not  be  copying 
or  tracing,  but  memory-sketching  and  performed  with  such 
rapidity  as  to  make  it  impossible  to  get  the  attention  centered 
on  unimportant  details.  When  completed  the  product  should 
be  ioni])ared  with  the  original  and  criticised  by  the  child  and  the 
process  repeated.  Surprising  and  gratifying  results  will  follow 
a  little  regular  work  of  the  kind.  But  again,  let  it  be  said  the 
purpose  is  not  to  get  a  finished  and  perfect  product,  for  society 
does  not  demand  of  its  members  skill  in  cartography.  The  pur- 
pose is  rather  to  get  a  usable  mental  image — one  which  is  ap- 
proximately correct  in  all  essential  respects. 

On  the  constructive  side  of  the  problem  our  determining 
principle  is  still  the  same — the  demands  of  the  social  group  for 
wjiich   we  are  preparing  our  ]iupils. 


101 

For  one  thinjr.  our  «rroup  is  vitally  interesteil  in  the  daily 
record  of  what  the  world  as  a  whole  is  doing  in  the  fields  of 
diplomacy,  of  trade,  of  self-control,  of  science,  and  of  art — the 
world's  serious  work.  It  is  greatly  interested,  too,  in  the  rela- 
tive progress  each  country  is  making  in  these  departments  of 
activity  and  in  the  struggle  of  each  to  solve  the  old  problem  of 
national    achieveiiicnt    and    individual    development. 

But  all  this — the  course  of  diplomacy,  the  race  for  trade, 
the  achievements  of  science,  and  progress  in  self-government — 
is  conditioned  l>y  altitude,  by  climate,  by  rainfall,  by  occupations, 
by  rivers  and  mountain  ranges,  by  proximity  to  the  sea  coast,  by 
accessibility.  It  is  through  watching  the  play  of  these  forces  of 
environment  in  the  progress  of  specific  countries  and  localities 
and  through  attempting  to  evaluate  each  that  there  comes  that 
clear  vision  and  that  sane  judgment  which  our  group  must  needs 
have  if  it  meets  sviccessfully  the  ditficulties  of  the  future.  And, 
furthermore,  the  first  step  in  the  understanding  of  these  fac- 
tors in  human  development  and  achievement  lies  in  the  domain 
of  geography  and  of  necessity  comprises  the  getting  of  certain 
working  images  of   structural    features  and   place   locations. 

The  following,  in  detail,  is  what  we  believe  to  be  the  mini- 
mum already  alluded  to,  and  which  every  pupil  leaving  the 
eighth  grade  should   know: 


The  First  Time  Over. 


THE  WORLD  AS  A  WHOLE: 

1.  In  Terms  of  the  globe.  (Use  a  relief  globe  if  possible.) 
Locations:  Thi"  oceans  and  continents:  United  States, 
Canada.  Mexico,  Alaska,  West  Indies,  East  Indies, 
British  Isles,  .Fapan  Islands;  Rocky.  Appalachian, 
Andes,  Alps,  Ilinuilaya  mountains;  Mississippi,  Ohio, 
Columbia,  St.  I^wrence,  Mis.souri,  Amazon,  Orinoco, 
Danube,  Rhine,  Indus,  Ganges,  Iloang  Ho,  Congo 
rivers;  the  Great  I.Jikes,  CJulf  of  Mexico,  Bering  .Sea, 
Indian  Ocean,  ^lediterranean  Sea,  Baltic  Sea.  North 
Sea,  lilack  Sea,  Caspian  Sea;  New  York,  Chicago, 
St.  Louis,  New  Orleans.  San  Francisco,  Los  Angeles, 
Para,  Rio  Janeiro,  London.  Constantinople,  Calcutta, 
Yokohama,  Peking;  Cape  Horn.  Cape  of  Good  Hope. 


102 

2.     In  tlie  terms  of  the  flat  map.     (Mercator  projection.) 
Locations:     Same  as  enumerated  above. 

NORTH  AMERICA: 

1.  Find  tlie  position  of  the  continent  on  the  globe  and  on 

the  flat  map  of  the  world. 

2.  Locations:      Pacific,   Atlantic,   Arctic   oceans;    Canada, 

United  States,  Alaska,  Mexico,  Central  America. 
Panama;  West  Indies,  Newfoundland,  Greenland; 
Rocky,  Appalachian  mountains;  Mt.  Rainier;  Mis- 
sissippi, St.  Lawrence,  Ohio,  Missouri,  Colorado,  Co- 
lumbia, Yukon  rivers;  Gulf  of  St.  Lawrence,  Great 
Lakes,  Puget  Sound,  Gulf  of  Mexico,  Bering  Sea, 
Hudson  Baj',  Great  Salt  Lake;  New  York,  Chicago, 
New  Orleans,  San  Francisco,  Los  Angeles,  St.  Louis, 
Washington,  Salt  Lake  City,  Mexico,  Ottawa;  Cape 
Flattery,  Cape  Mendocino,  Cape  Hatteras. 

SOUTH  AMERICA: 

1.  Find  the  position  of  the  continent  on  the  globe  and  on 

the  Hat  map  of  the  world. 

2.  Locations:     Pacific,  Atlantic,  Antarctic  oceans;  Brazil, 

Chili,  Peru,  Argentine,  Columbia,  Venezuela,  Guiana, 
Ecuador,  Terra  del  Fuego;  Andes  mountains;  Gui- 
ana Highlands,  Brazilian  Highlands;  Amazon,  La 
Plata,  Orinoco  rivers;  Lake  Titicaca,  Gulf  of  Pana- 
ma, Strait  of  Magellan;  Para,  Rio  Janeiro,  Lima, 
Valparaiso,  Panama,  Buenos  Aires;   Cape  Horn. 


EUROPE: 


1.  Find  the  position  of  the  continent  on  the  globe  and  on 
the  flat  map. 

2.  Locations:  Atlantic,  Arctic  oceans;  Great  Britain, 
Fi-ance,  Germanj-,  Russia,  Italy,  Spain,  Portugal, 
Norway,  Sweden,  Austria-Hungary,  Greece,  Turkey, 
England,  Scotland,  Wales,  Ireland;  Iceland,  British 
Islands,  Sicily,  Sardinia,  Corsica;  Alps,  Carpathian, 
Pyrenees,  Apennine,  Ural  mountains:  Thames, 
Rhine,  Elbe,  Danube,  Po,  Volga,  Ural  rivers;  Baltic 
Sea,  Mediterranean  Sea,  North  Sea,  Black  Sea,  Cas- 
pian Sea,  Aegean  Sea,  Adriatic  Sea,  English  Channel, 
Strait  of  Gibraltar,  Dardanelles,  Bosphorus;  The 
Hague,  London.  Paris,  Berlin,  Rome,  Constantinople, 


103 


St.  Petersburg,  Liverpool,  Brussels.  Madrid.  Lisbon, 
Vienna.  Athens. 


ASIA: 

L     Find  the  position  of  the  continent  on  the  globe  and  on 
the  flat  map. 

2.  Locations:  Pacific,  Indian,  Arctic  oceans;  Turkish  Em 
pire,  Arabia,  Siberia,  Chinese  Empire.  India,  Persia 
Japan,  Ceylon,  -lapanese  Islands,  East  Indies,  Phil 
ippine  Islands,  Formosa ;  Caucasus,  Himalaya 
Plateau  of  Thibet,  Plateau  of  the  Deccan;  HoangHo, 
Ganges,  Indus,  Euphrates,  Tigris,  Yang-tse-kiang 
Amur  rivers;  Mediterranean  Sea,  Suez  Canal,  Red 
Sea,  Arabian  Sea,  Bay  of  Bengal,  Bering  Sea;  Cal- 
cutta, Peking,  Tokyo,  Manila,  Singapore,  Hongkong, 
Teheran,    Mecca,    Jerusalem,    Bombay,    Vladivostok. 

AFRICA: 

1.  Find  the  position  of  the  continent  on  the  globe  and  on 

the  flat   map. 

2.  Locations:     Atlantic,   Indian  oceans;   Sahara,  Soudan, 

Barbary  States  as  a  group,  Egypt,  Congo  Free  State; 
Canary  Islands,  Cape  Verde  Islands,  Madagascar, 
Azores:  Atlas  Mountains,  Abyssinian  Highlands; 
Nile,  Congo,  Niger,  Zambesi,  Orange  rivers;  Vic- 
toria Nyanza,  Tanganyika,  Gulf  of  Aden,  Gulf  of 
Guinea,  Suez  Canal,  Mediterranean  Sea,  Red  Sea; 
Cairo,  Cape  Town,  Pretoria,  Algiers,  Tunis;  Cape  of 
Good  Hope. 

AUSTRALIA  AND  THE  ISLANDS  OF  THE  PACIFIC: 

1.  Find  their  positions  on  the  globe  and  on  the  flat  map. 

2.  Locations:      Indian.   Pacific  oceans;    East  Indies,  New 

Zealand,  Hawaiian  Islands.  I'liilippiTic  Islands:  Auck- 
land. Sydney.  .Singapore. 

UNITED  STATES: 

1.  Find  the  position  of  the  I'nited  Slates  on  the  globe  and 

on  the  flat  maj). 

2.  Locations:      .\tlantie.   Paeilic  oceans:    eacli   of  the   fol- 

lowing groups  of  states:  New  England  States,  the 
Middle  Atlantic  States,  South  Atlantic  States,  the 
Gulf  States,  the  Southern  States  of  the  Mississippi 


104 


Basin,  the  Northern  States  of  the  Mississippi  Ba- 
sin; Bahama  Islands,  West  Indies,  Cuba,  Jamaif-a, 
Long  Island,  Vancouver  Island;  Appalachian  High- 
lands, Rocky  Mountain  Highlands,  Cascade  Moun- 
tains, Sierra  Nevada  Mountains,  Coast  Range,  Mt. 
Rainier,  Mt.  Baker,  Mt.  Shasta;  Mississippi,  St. 
Lawrence,  Colorado,  Columbia,  Rio  Grande,  Ohio, 
Missouri,  Hudson,  Snake  rivers;  Gulf  of  Mexico, 
Gulf  of  California,  Puget  Sound,  Great  Lakes,  San 
Francisco  Bay,  Strait  of  San  Juan  de  Fuca;  New 
York,  Chicago,  New  Orleans,  St.  Louis,  San  Fran- 
cisco, Seattle,  Boston,  Washington,  Baltimore,  Phil- 
adelphia, Salt  Lake  City,  Tacoma,  Portland,  Ha- 
vana; Cape  Flattery,  Cape  Cod,  Cape  Mendocino, 
Cape  Hatteras. 

The  Second  Time  Over. 


THE  WORLD  AS  A  WHOLE: 


In  terms  of  the  globe.  (Use  a  relief  globe  if  possible.) 
Locations:  Review  all  of  the  places  enumerated  in 
"First  Time  Over";  Newfoundland,  Cuba,  Hawaiian 
Islands,  Philippine  Islands,  Ceylon,  New  Zealand; 
Abyssinian  Highlands,  Atlas  Moimtains.  Pyrenees 
Mountains,  Caucasus  Mountains,  Guiana  Highlands, 
Brazilian  Highlands;  Colorado,  Rio  Grande,  Hudson, 
Yukon,  Volga,  Seine,  Po,  Elbe,  Thames,  Niger, 
Orange,  Zambesi,  Euphrates,  Tigris,  Amur  rivers; 
Red  Sea,  China  Sea,  Bay  of  Bengal,  Japan  Sea,  Per- 
sian Gulf;  Boston,  Honolulu,  Mexico,  Havana,  St. 
Petersburg,  Rome,  Hongkong,  Shanghai,  Manila, 
Singapore,  Cairo. 

In  terms  of  the  flat  map.  (Mercator  projection.) 
Locations:     Same  as  enumerated  above. 


NORTH  AMERICA: 


\.  Review  all  the  points  enumerated  in  "First  Time 
Over." 

I.  Locations:  Cuba.  Jamaica,  Haiti,  Porto  Rico,  Long 
Island.  Vancouver  Island;  Cascade,  Sierra  Nevada, 
Coast  Range,  Sierra  Madre  mountains;  Rio  Grande, 
Hudson,    Potomac    rivers;    Chesapeake    Bay,    Dela- 


105 


ware  Bay,  Gulf  of  Lower  California,  Sun  Francisco 
Bay,  Bay  of  Fundy,  the  names  of  each  of  the  Great 
Lakes,  Bering  Strait;  Baltimore,  Boston,  Havana, 
Philadelphia,  Denver,  Portland,  Dawson,  Montreal; 
Cape    Cod. 

SOUTH   AMERICA: 

1.  Review    all    tlu;    points    enumerated    in    "First    Time 

Over." 

2.  Locations:      Caribbean   Sea;    Bolivia,    Paraguay,    Ura- 

guay;    Gulf   of   Venezuela;    Bahia,   Montevideo. 


EUROPE: 


ASIA: 


L  Review  all  the  points  enumerated  in  '"First  Time 
Over." 

2.  Locations:  Denmark,  The  Netherlands,  Belgium, 
Switzerland,  Roumania.  Bulgaria,  Servia,  Monte- 
negro, Crimea,  Poland,  Finnland,  Lapland;  Mt. 
Blanc,  Mt.  Vesuvius,  Mt.  Etna;  Seine,  Loire,  Rhone, 
Tagus  rivers;  Irish  Sea,  Sea  of  Azof,  Bay  of  Biscay; 
Moscow,  Glasgow,  Edinburg,  Dublin,  Copenhagen, 
Hamburg.  Amsterdam,  Florence,  Naples,  Genoa, 
Venice. 


1.  Review    all    the    points    enumerated    in    "First    Time 

Over." 

2.  Locations:       Afghanistan,     Baluchistan,     Siam,     Indo- 

China,  Korea,  Manchuria ;  Luzon,  Celebes,  Java ;  Mt. 
Ararat,  Mt.  Sinai,  Fujiyama;  Ob,  Yenisei,  Lena; 
China  Sea,  Japan  Sea,  Okhotsk  Sea,  Persian  Gulf, 
Caspian  Sea,  Black  Sea,  Aral  Sea,  Dead  Sea;  Shang- 
hai. Canton. 

AFRICA: 

1.  Review    all    the    points    enumerated    in    "First    Time 

Over." 

2.  Locations:        Abyssinia.     Morocco,     Algeria,     Tripoli; 

Island  of  St.  Helena;  Madeira  Islands;  Alexandria, 
Morocco,  Pretoria,  Suez. 

AUSTRALIA  AND  THE  ISLANDS  OF  THE  PACIFIC: 

I.     Review    ail    the    points    cnunicrated    in    "First    Time 
Over." 


106 

2.  Locations:  Sumatra,  lionieo,  Celebes,  Moluccas,  Guam. 
'I'asmania;  Mauna  Loa;  Darling,  Murray  rivers; 
Gulf  of  Carpentaria;  Melbourne,  Adelaide,  Honolulu, 
Manila,    Wellington. 

UNITED  STATES: 

1.  Review  all  the  points  enumerated  in  "First  Time 
Over." 

i.  Locations:  Each  of  the  states  in  the  following  groups: 
Pacific  Coast  States,  the  Plateau  States,  the  depen- 
dencies of  the  United  States,  which  are  Alaska, 
Hawaii,  Philippine  Islands,  Guam,  Tutuila,  Howland, 
Baker,  Wake,  Midway  Islands,  Porto  Rico;  Potomac, 
Arkansas,  San  Joaquin,  Sacramento  rivers;  Bay  of 
Fundy,  Chesapeake  Bay,  Delaware  Bay,  Great  Salt 
Lake,  each  of  the  Great  Lakes;  Richmond,  Atlanta, 
Louisville,  Indianapolis,  Kansas  City,  Omaha,  Den- 
ver, Los  Angeles,  Providence,  Buffalo,  Juneau,  Nome, 
Dawson. 

A   discussion  of  methods  of   presentation  and   methods   of 
testing  results  may  be  helpful  at  this  point. 

1.  Work  with  the  globe:  It  is  very  much  better  to  have 
the  work  done  on  a  relief  globe.  A  substitute  for  the 
expensive  globes  of  trade  will  be  provided.  Distribute 
the  globes  to  your  class  or  section.  (It  is  presumed 
that  you  have  worked  out  with  the  children  the  no- 
tion of  what  a  map  is,  as  well  as  what  the  globe  rep- 
resents.) Call  upon  the  class  to  locate  North  Amer- 
ica. If  no  one  can,  show  them.  So  with  the  other 
locations  enumerated.  Ask  the  children  to  put  their 
finger  on  North  America,  on  South  America.  "'In 
what  direction  have  you  gone  in  getting  to  South 
America?"  "Now  put  your  finger  on  Eu- 
rope." "Across  what  water  have  you  gone?"  "In 
what  direction  have  you  ^one?"  After  proficiency 
is  gained  in  work  of  this  kind  within  the  prescribed 
limits,  have  the  globes  put  one  side,  then  say: 
"Think  North  America."  "Think  Europe."  "In  what 
direction  would  you  go  to  get  to  Europe?"  "Across 
what  water?"  "Verify  by  looking  at  the  globe,"  etc. 
Another  valuable  exercise  is  the  "imaginary  ex- 
cursion," after  the  proper  preliminary  preparation  has 
been  made.    "I  am  at  New  York."    "I  go  northeast." 


107 

>n  what  water?"  "I  enter  a  big  river."  '"What 
13  it  ?"  "I  go  southwest  on  this  river  and  come  to 
some  large  lakes."  "What  are  the.se  lakes  called?" 
"I  pass  through  these  and  come  finally  to  a  great 
city  built  on  the  shores  of  one."  "What  city?"  "I 
walk  through  the  country  in  a  westerly  direction, 
coming  to  what  great  river?"  etc.,  etc.  If  there  is  any 
hesitation  or  confusion  in  response,  go  back  to  the 
globe  or  to  the  flat  map,  for  confusion  indicates  that 
there  has  not  been  enough  preliminary  work  done 
to  give  a  clear  mental  image.  Above  all  do  not 
fall  into  the  habit  of  asking  your  questions  in  the 
same  order,  for  with  such  a  procedure  the  children 
soon  fall  into  the  way  of  answering  from  word 
memory  rather  than  from  the  image  which  you  are 
trying  to  establish.  Vary  these  exercises  by  holding 
a  large  globe  before  the  class,  and  as  you  point  to 
places  which  have  already  been  presented,  call  for  re- 
sponses, sometimes  in  concert,  sometimes  individ- 
ually. Again,  sometimes  have  a  pupil  take  your 
place  in  directing  the  exercises.  Along  with  all  this 
work  there  must  go  a  drill  in  spelling  and  writing 
the  places  enumerated.  As  the  spelling  is  mas- 
tered, introduce  another  exercise  for  both  fixing 
and  testing  the  results.  Distribute  slips  of  papor. 
Number  down  the  margin  as  for  a  written  spelling 
lesson.  Now  point  to  a  place  on  the  globe  and  ask 
the  children  to  write  it.  A  second  place,  etc.  Col- 
lect and  correct  as  in  a  spelling  exercise.  An- 
other exercise  valuable  for  presentation,  as  well  as 
for  testing,  is  to  distribute  a  hectograph  outline 
map  of  the  world  so  drawn  as  to  give  the  illusion 
of  rotundity  as  if  it  were  a  map  peeled  off  from  the 
globe.  (Such  a  map  is  to  be  found  in  Frye's  Ad- 
vanced Geography.)  Ask  the  children  to  label  all 
the  places  with  which  they  are  familiar. 

Work  with  outline  maps:  No  device  is  more  valuable 
for  either  the  work  of  presentation  or  of  testing 
results  than  that  of  using  outline  maps  of  the  conti- 
nent or  country  with  which  one  is  working.  A  quan- 
tity should  always  be  in  the  school  room  for  imme- 
diate use.  We  have  .seen  the  following  plan  used 
for  securing  the  outlines:  Take  sheets  of  stifT.  dura- 
ble paper,  say  8  inches  by  10  inches.     Place  a  carbon 


108 


sheet  oil  it  and  lay  under  the  iiiup  you  want.  'J'laee 
over  the  outline  of  the  map  with  a  ])eneil,  whereupon 
you  will  get  a  carl)on  copy  on  your  sheet  of  heavy 
paper.  Go  over  this  outline  with  India  ink.  Pro- 
cure a  quantity  of  onion  skin  paper  cut  to  the  proper 
size.  Distribute  the  outlines  which  you  have  made 
to  the  children;  also  give  each  a  sheet  of  the  thin  pa- 
per. He  is  to  place  this  over  the  outline,  hold  it  firmly 
with  one  hand  and  with  the  other  ([uickly  trace  with 
his  pen  the  outline  you  want.  It  takes  but  a  moment 
for  a  child  to  get  the  outline,  and  barring  the  work 
of  making  the  originals,  saves  the  teacher  great 
labor. 

Under  "work  with  the  globe,"  p.  106,  several  uses 
to  which  outline  maps  can  be  put  have  been  sug- 
gested. Many  more  uses  will  suggest  themselves 
at  once  to  the  teacher.  The  device  is  exceedingly 
helpful,  and  no  teacher  in  her  work  in  either  geog- 
raphy or  history  should  ever  be  without  such  out- 
lines. 

Map-sketching  from  memory:  This  is  an  excellent  ex- 
ercise for  producing  a  mental  image  of  the  salient 
features  of  the  given  continent  or  country.  As  has 
already  been  said,  we  are  not  desirous  of  getting 
as  a  result  of  this  exercise  a  finished  or  perfect 
product,  but  rather  the  end  to  l)e  reached  is  the 
clarification  of  the  image  in  the  child's  mind. 

In  beginning  work  of  this  sort,  say  on  South 
America,  draw  a  simple  conventialized  outline  of  the. 
continent  in  chalk  on  a  large  sheet  of  black  paper 
{tailor's  pattern  paper  is  good),  ilake  it  big  enough 
to  be  seen  across  the  room.  Send  your  class  to  the 
board.  Let  each  take  crayon.  Xow  hold  your  out- 
line before  them  so  that  all  can  see  it.  Discuss  its 
proportions  and  lines  for  a  moment.  Have  children 
extend  their  arms  and  trace  your  outline  in  the  air 
a  few  times,  then  at  the  signal  "draw"  they  turn 
to  the  board  and  quickly  sketch  the  whole  outline. 
Do  not  give  more  than  one  minute  of  time  at  first 
in  order  to  obviate  the  tendency  to  get  the  attention 
centered  on  trivial  details.  Later  cut  the  time  down 
to  30  seconds.  Xow  have  the  children  go  over  their 
outlines  with  a  heavier  stroke  so  that  all  can  be  seen. 


109 

Holil  Vdiir  original  outline  lu'torc  tlieni  aj/aiii  tor 
conipaiison  and  eritic-isni.  Permit  parts  of  the 
outline  on  the  board  to  br  erased  and  corrected. 
Then  have  the  whole  erased  and  the  process  re- 
peated. We  think  it  iindesirabh'  to  permit  the  use  of 
construction  lines  in  this  work  and  prefer  that  the 
matter  be  wholly  memory  work,  for  only  by  so 
making  it  will  one  be  assured  that  the  mental  image 
is  approximately  a  clear  one.  We  have  seen  third 
grade  classes  with  five  minutes  work  of  this  kind 
each  (lay  for  a  few  weeks,  develop  remarkable  fa- 
cility and  accuracy  in  point  of  result.  On  a  conti- 
nent like  Eurasia  the  time  in  which  to  make  the 
sketch  should  be  somewhat  extended  on  account  of 
the  greater  irregularity  of  the  coast  line.  The  work 
of  map  sketching  should  parallel  the  course  of  for- 
mal geography  throughout.  After  some  proficiency 
is  gained,  however,  such  drill  need  not  be  given  daily. 

Essential  Inferences  From  Map  Study. 

THE  WORLD  AS  A  WHOLE:     (  Tlirough   a   study   of  the  globe 

;ui(l   flat   map.) 

(a)  How  the  position  of  a   point   on  the  earth's  surface  is 

fixed,  i.  e.,  by  knowing  its  latitude  and  longitude. 
Make  this   whole   subject   very   clear. 

(b)  Zones  of  light  and  zones  of  heat.     Make  a  sharp  dis- 

tinction between  the  two.  The  former  are  of  a  given 
number  of  degrees  in  width,  the  latter  are  irregu- 
lar and  are  indicated  by  isothermal  lines.  l/ocate 
each  continent  in  general  with  respect  to  both  heat 
and  light  belts. 

((•)  Directions  on  Imtli  the  glolie  and  tln"  llat  map:  — 
Tlnouglioiit  the  entire  course  give  many  questions 
which  will  force  the  child  to  make  use  of  the  notion 
of  direction. 

THE    CONTINENT    OF    NORTH    AMERICA    (  Tlirough    a    study 
of    the    physical    map). 

(a)  Structure: — Hring  out  that  I  lie  eontim-nt  in  general 
conipiises  two  highlands  ( Kockv  Mountain  and  .\p- 
l)ala<hian  llighlniulsl  with  a  broad  valley  between; 
that  this  v:illey  comprises  three  drainage  baaina,  the 


110 

Mississippi,  tlie  Great  Lakes  and  the  St.  Lawrence, 
ami  tlic  Tlndsoii  Bay  systems. 

(b)  Place  tlie  continent  as  to  light  zones  and  as  to  heat 

zones. 

(c)  Work  out  from  the  wind  chart  of  the  world  the  direction 

of  the  pn^vailing  winter  winds  of  North  America — 
its  siiiiinier  winds.  Remembering  the  location  of  the 
mountain  ranges  (the  condensing  mediums),  have 
the  class  work  out  tlie  rainfall  of  North  America, 
determining  the  regions  which  are  likely  to  have  a 
heavy  rainfall,  a  medium  rainfall,  and  the  region 
likely  to  have  little  or  none.  Compare  the  re.sults 
with  the  rain  map.  Knowing  the  climate  and  the 
rainfall,  and  inferring  that  there  is  good  soil  in  the 
valleys  and  less  soil  on  the  mountains,  work  out 
the  probable  natural  gi'owth  of  vegetation  in  the  va- 
rious sections  of  North  America.  Comjiare  the  results 
gotten  with   the  Vegetation  ]\Iap. 

THE    CONTINENT    OF    SOUTH    AMERICA    (Through    a    study 
of  the  physical  map). 

(a.)  Structure :-T-Bring  out  that  the  continent  comprises 
three  systems  of  highlands,  the  Andes,  the  Guiana 
Highlands,  and  the  Brazilian  Highlands,  and  that 
these  are  so  placed  as  to  produce  three  drainage  ba- 
sins :  the  Orinoco,  the  Amazon,  and  the  La  Plata.  It 
will  prove  interesting  and  profitable  to  work  out  the 
similarities  and  differences  between  the  structure  of 
South  America  and  that  of  North  America. 

(b.)     See  "North  America,"  '"b." 

(c.)     See  ''North  America."  "c." 

THE  CONTINENT  OF  EUROPE  (Through  a  study  of  the  physi- 
cal map). 

(a.)  Structure: — Defer  the  study  of  the  structure  of  this 
continent  until  the  study  of  Asia  is  made  as  the  two 
continents  structurally  are  a  unit. 

(b.)     See  "North  America,"   "b." 
(c.)     See  "North  America,"  "c." 


Ill 

THE  CONTINENT  OF  EURASIA  (Tliroiigh  a  study  of  the  physi- 
cal map), 
(a.)  Structure: — Bring  out  thai  llie  baikboue  ot"  the  con- 
tinent reaches  from  Bering  Strait  to  the  extreme 
southwestern  part  of  Europe;  that  it  is  nearly  as 
long  as  the  backbone  of  Nortli  and  South  America 
togetlier;  and  that  in  Europe  it  is  much  more  nar- 
row   and   broken    tlian    it    is   in   Asia.     Observe    that 

the  axis  of  Eurasia  is  y^  shaped  and  that  if  this 
figure  were  taken  to  represent  tlie  ridge  poles  of  a 
roof  water  falling  thereon  would  run  off  to  the  North, 
to  the  East,  and  to  the  South.  Observe  that  the  riv- 
ers of  Eurasia  Jlow  in  these  general  directions  and 
that  in  general  the  land  slope  is  likewise  in  tliese 
same  directions. 

(b.)  Climatic  Conditions: — From  a  study  of  the  map  ob- 
serve that  the  continent  extends  from  the  Arctic  on 
the  north  nearly  to  the  Equator  on  the  south  and 
that  in  consetjuence  the  climate  must  be  one  of  great 
extremes — extremes  of  cold  in  the  north  and  of  heat 
in  the  south.  Observe  that  there  is  no  range  of 
mountains  trending  east  and  west  in  the  north, 
hence  there  is  no  ol)stacle  to  the  passage  of  icy  winds 
southward.  This  accounts  for  the  summer  frosts  in 
Siberia  and  the  cold  winters  of  Peking,  which  is  in  the 
latitude  of  Konic  in  Europe  these  extremes  are 
considerably  modilied  by  winds  from  the  Atlantic. 
Observe  that  the  liimalaya  Mountains  and  tlie  Cen- 
tral Plateau  of  Kuiasia  evtciuling  cast  and  west  arc 
an  etiVctua!  barrier  to  the  passage  of  the  warm  rain 
winds  of  tli»*  Indian  Ocean.  Hence  there  are  to  be 
found  the  Deserts  of  Gobi  and  Thibet  in  the  Chinese 
Empire.  It  accounts  also  for  the  heavy  precipita- 
tion of  moisture  to  the  south  and  east,  a  region 
which  receives  the  heaviest  rainfall  in  the  world. 
Work  out  a  climate,  rainfall,  and  vegetation  map 
and  compare   witli   those  gi\i*ii   in   tlio  text. 

THE  CONTINENT  OF  AFRICA   (llirnugh  a  study  of  the  physi- 
cal   map). 

(a.)  Structure:-  Observe  that  the  southeastern  half  of 
Africa  is  a  continuous  plateau  and  that  from  this 
great  plateau  three  roughly  parallel  spurs  extend  far 


112 

to  tlic  iiortlisvcst — one  al(iii<r  tin-  li(*<l  Sea,  one 
tliioiigli  tli<!  center  of  the  great  lowland  region,  and 

one  along  the  Atlantic  coast.     Note  the  position  of 

the  continent  with  respect  to  heat  belts.  In  conse- 
quence of  its  position  what  will  be  the  temperature  of 

the  greater  portion  of  the  continent?  Work  out  the 
direction  of  the  prevailing  winds  from  the  wind  map. 

Where  will  you  find  the  region  of  the  greatest  rainfall  ? 

Compare  with  the  rainfall  map  and  see  if  the  con- 
clusions are  correct.  Note  the  five  drainage  basins: 
the  Nile,  Congo,  Niger,  Zambesi,  and  Orange. 

(b.)  Ask  the  class  to  arrange  the  mountain  ranges  so  that 
the  Sahara  will  receive  a  rainfall. 

(c.)  Where  would  you  expect  to  find  dense  forest  vese- 
tation?  Where  grass?  Where  a  desert  vegetation? 
Compare  with  the  vegetation  maps  and  verify. 

THE   CONTINENT   OF   AUSTRALIA    (Through  a   study   of  the 
physical  map). 

(a.)  Structure: — Note  that  the  continent  is  fringed  by  a 
rim  of  mountains,  thus  rendering  the  island  without 
ah  extensive  coastal  plain.  Note  that  the  eastern 
half  of  the  island  is  much  more  mountainous  than 
the  western.  Work  out  the  prevailing  winds  from 
the  wind  map.  What  part  of  the  island  will  re- 
ceive the  greatest  rainfall?  Verify  by  consulting 
maps.  Since  the  mountains  of  the  interior  are  lower 
than  those  of  the  coast,  what  will  be  true  of  the  rain- 
fall of  the  interior  as  compared  with  that  of  the 
coast?  Verify.  Note  the  desert  region  of  the 
land  and  work  out  the  conditions  which  make  it 
a  rainless  region.  Draw  the  general  conclusion  that 
while  the  greater  portion  of  the  region  is  deficient 
in  rainfall,  being  either  arid  or  actual  desert,  there 
are  portions  of  the  east  coast  which  secure  sufficient 
rainfall  to  support  a  heavy  forest  growth  as  well  as 
enough  for  agricultural  and  grazing  purposes.  It  is 
said  that  the  desert  interior  sometimes  reaches  a 
temperature  higher  than  that  recorded  in  any  other 
part  of  the  world  and  d  height  which  if  long  con- 
tinued would  destroy  all  life.  "For  three  months 
Captain  Sturt  found  the  mean  temperature  to  be  over 
101   degrees   in   the   shade;    and   the   drought   during 


113 

tiiis  period  was  siuli  that  cvi'iy  screw  eaine  out  of 
tlieir  boxes,  the  lioiii  liantlles  of  their  instruments 
and  combs  split  up  into  fine  laminae,  tlie  lead  dropped 
out  of  their  pencils,  their  hair  and  the  wool  of  the 
sheep  ceased  to  grow,  and  their  linger  nails  became 
as  brittle  as  glass."  Note  the  unbroken  character 
of  the  coast  line.  Discuss  the  bearing  of  this  fea- 
ture on  the  commercial  activity  of  the  region. 

THE  COUNTRY  OF  THE   UNITED  STATES   (Ihrougli  a  study 
of  the  physical  map). 

(a.)  Note  from  the  wind  map  of  the  world  that  in  summer 
along  the  whole  Atlantic  Coast  and  tiulf  Coast  the 
winds  blow  from  the  ocean.  What  will  be  true  of  the 
rainfall  east  of  say  the  lOUth  meridian";  How  com 
pared  with  the  winter  rainfall?  This  is  important 
in  determining  the  success  of  crops,  as  summer  is 
the  growing  season.  Note  that  the  region  west  of 
the  lOflth  meridian  and  to  tlie  Rocky  Mountain  High- 
land is  at  considenible  distance  from  the  gulf  and 
is  shut  off  from  the  Pacific  winds,  hence  what 
would  be  the  inference  regarding  the  rainfall  in 
this  region?  Verify  by  referring  to  the  rainfall 
map.  Rainfall  is  too  little  for  agriculture,  yet  suffi- 
cient for  grass,  hence  we  find  the  great  grazing 
region  of  the  Cnited  States  here.  Determine  the 
prevailing  winds  of  the  Pacific  for  .January — for  July. 
When  would  you  expect  rain  on  the  Pacific  Coast? 
Why?  Where  would  you  exepect  to  find  it  the  heavi- 
est? Why?  Where  then  would  you  find  the  heaviest 
growth  of  vegetation?  Why?  In  summary  bring 
out  that  the  United  States  has  three  distinct  climatic 
regions:  (1)  The  East  Coa.stal  and  Gulf  Region; 
(2)  'I'he  Interior  Region;  (3)  The  West  Coastal 
Region. 

The  Characteristic  Areas  and  Essential  Content   Units. 

The  content  of  geography  has  uniformly  In^en  organized 
about  the  several  political  areas  of  the  world  irrespective  of 
the  fact  that  political  boundaries  arc  frc(iuently  accidental  and 
likewise  freciuently  shifting  and  irrespe<'tive  of  the  fact  also 
that  a  given  political  area  may  comprise  within  its  boundaries 
geographical    features    which    arc    cummoii    to    other    areas.      An 


114 

examination  of  tiic  continents  will  show  tliat  each  breaks  up 
more  naturally  into  certain  geographical  areas,  and  that  each 
of  these  areas  has  a  set  of  characteristics  which  dillerentiates 
it  from  ever}'  other  area.  The  Amazon  area  is  sudi  a  region. 
It  has  a  heavy  rainfall,  a  hot  climate,  luxuriant  vegetation,  pro- 
duces rubber  in  great  quantities,  and  is  sparsely  inhabited  by 
tribes  of  semi-civilized  Indians.  These  are  the  features  which 
cause  the  Amazon  Region  to  stand  out  from  the  Andes  Region, 
from  the  Brazilian  Highland  Region,  and  from  the  other  regions 
of  South  America.  In  short,  these  are  the  features  which  give 
the  Amazon  Region  its  individuality.  But  the  Amazon  Region 
comprises  portions  of  several  political  areas — Brazil,  Ecuador, 
Peru,  Bolivia,  and  others,  and  to  approach  its  study  with  the 
political  unit  as  a  basis  would  give  but  a  fragmentary  presenta- 
tion. Except  where  the  two  coincide,  the  political  area,  since 
it  is  an  arbitrary  one,  should  give  place  to  the  "Characteristic 
Area,"  which  offers  the  only  natural  basis  for  the  organization 
of  the  geographical  content. 

Furthermore,  in  selecting  such  a  basis  of  organization  the 
problem  of  essentials  is  greatly  simplified,  for  it  becomes  neces- 
sary only  to  determine  the  features  of  each  area  which  are 
characteristic  of  it,  and  which  serve  to  give  it  its  individuality. 
It  is  impossible  in  the  time  at  the  command  of  the  grade  teacher 
to  present  any  great  refinement  of  analysis,  neither  is  it  de- 
sirable. The  function  of  the  work  of  the  grades  is  not  so  much 
to  make  an  exhaustive  study  of  any  one  subject  or  topic  as  it 
is  to  lay  a  broad  foundation  of  interest  and  appreciation,  as 
will  induce  the  child  to  continue  the  work  after  he  leaves  the 
school.  If  then  his  attention  be  centered  upon  the  most  obvious 
features  of  each  of  the  characteristic  areas  and  if  in  his  mind 
there  be  grouped  about  each  of  these  regions  such  a  body  of 
concrete  material  and  related  detail  selected  to  give  meaning 
to  the  expressed  "characteristics"  then  all  will  have  been  ac- 
complished that  the  grade  teacher  could  well  wish. 

NORTH  AMERICA. 
ARCTIC  REGION: 

1.  The  land  of  the  '■Xorthern  Lights"  and  of  the  long  day 

and  night. 

2.  A  land  of  moss  and  lichens,  of  snow  and  cold,  the  home 

of  the  seal,  the  walrus,  and  the  polar  bear. 

3.  A  land  sparsely  inhabited  by  a  simple,  rude,  peaceable 

people — the  Eskimo. 


115 

4.     A   region    \vlii(  li    mark-*    man's   vain    struggle   to   reach 
the   pole. 

THE  REGION  OF  CANADA: 

1.  To  the  soutli  a  region  characterized  by  valuai)le  for- 

ests, an  extensive  wheat  area,  and  a  progressive  pop- 
ulation. 

2.  To  the  north  a  region  of  trappers  and  fur  trailers     one 

of  the  world's  greatest  fur  countries. 

THE  REGION  OF  ALASKA: 

1.  A  region   whose  coast   is  characterized  by   its   salmon 

fi.sheries   and   its   Indian   population. 

2.  A  region  of  high  mountains,  stupendous  glaciers,  with 

a   mild  coast  climate. 

3.  A  region  rich  in  its  deposits  of  gold. 

THE  REGION  OF  MEXICO  AND  CENTRAL  AMERICA: 

1.  A  high  plateau.  Hanked  l)y  torrid  plains.     It  has  three 

distinct  climates,  and  is  a  land  of  volcanoes  and 
earthquakes. 

2.  The    people    are    dark    skinned,    courteous,    and    easy 

going:  they  eat  tortillas  and  red  pepper,  and  live  in 
adobe  houses. 

3.  The    lowlands    produce    coffee,    rubber,    tropical    fruits, 

and  ornamental  woods;  the  highlands,  cochineal  and 
silver. 

4.  It   was    in   this   region    that    the   gold    seeking   C'ortez 

destroyed   the   power  of   the   .\ztecs. 

THE  REGION  OF  THE  WEST  INDIES: 

1.  Cuba  is  a  land  of  sugar  cane,  of  tobacco,  and  tropical 

fruits  but  owing  to  Spain's  repressive  rule,  from  which 
she  has  recently  been  freed,  her  great  natural  wealth 
has  been  but  little  developed. 

2.  Porto  Rico  is  a  ward  of  the  United  States. 

3.  Jamaica    is    a    peaceful    llritish    colony.      It     exports 

great  quantities  of  baiumas. 

4.  In    Haiti    are    the    twin    black    republics,    with    their 

ceaseless  civil  wars. 


116 


THE   COUNTRY   OF   THE   UNITED   STATES. 

THE  NEW  ENGLAND   STATES: 

1.  A    region    liaving    a    rugged   coast    line,    well    adapted 

for  commercial  activities  and  for  fishing. 

2.  A  thin-soiled,  rocky  country  affording  poor  farms,  but 

fine  quarries. 

3.  A  region  of  short,  rapid  rivers,  furnishing  power  for 

mills   which   manufacture   cloth,   leather   goods,   ma- 
chinery, hardware,  watches,  and  firearms. 

4.  The  region   is  famous  in  history  as  the  home  of  the 

Pilgrim  Fathers. 

5.  New   England  has  crops  of  cranberries,   maple   sugar, 

and  ice. 

6.  Large    sections   in   Northern    Maine,   New   Hampshire, 

and  Vermont  are  still  covered  with  timber,  affording 
a  valuable  industry. 

THE  MIDDLE  ATLANTIC  STATES: 

1.  A  region  of  fine  harbors,  great  cities,  and  world-wide 

commerce. 

2.  Washington  on  the  Potomac  is  the  nation's  capital. 

3.  The  Appalachian   Highland  is  a   region  of   great   coal 

and  iron  mines. 

4.  This   region   yields   a   large   supply   of  petroleum   and 

natural  gas. 
.").     Because  of  these  supplies,  together  with  water-power,  it 
is  a  region  of  heavy  manufactures. 

THE  SOUTHERN  STATES: 

1.  The  "Sunny  South,'"  with  a  balmy  climate  and   hos- 

pitable people. 

2.  The    land    of    cotton    and    a    large    negio    population. 

3.  Out  of   the   old   war-stricken   South   a   New   South   is 


THE  PRAIRIE  REGION  (Central  States): 

1.  A  vast  lowland  devoted  to  agriculture — the  great  prod- 

ucts being  wheat,  corn,  live  stock,  and  dairy  products. 

2.  ^Jost   of  the   people  live  on   farms   and   in   towns,   but 

several  great  cities  have  grown  up  along  the  rivers. 


117 

THE  GREAT  LAKE  REGION: 

1.  The  Lakes  are  inlaml  seas  of  fresh  water,  with  <rreat 

connnercial  ports  and  their  waters  make  Nia<:ara 
Falls. 

2.  This  region   fiirnislies  the  chief  supply   of   while   pine. 

Here,  too,  are  the  greatest  known  dejtosits  of  iron  and 
copper,  and  westward  of  tlie  Lakes  lies  the  great 
wheat   region. 

THE  GRAZING  REGION  (The  East  Slope    of  the  Rockies): 

1.  A  region  too  dry  for  farming,  but  witli  a  rainfall  sufH- 

cient  to  furnish  feed  for  vast  herds  of  cattle  and 
slieep. 

2.  Here   lives  a   special  type  of  man — the  cowboy. 
:i.     This  region  was  once  tlie  home  of  the  buffalo. 

THE  PLATEAU  REGION: 

1.  A  successictn  of  elevated  deserts,  surrounded  and  trav- 

ersed by  rugged  mountain  chains. 

2.  A  region  famed  for  its  wild,  rugged  scenery,  for  its  gold 

and  silver  mines,  and  for  its  extensive  stock  ranges. 

THE  PACIFIC  REGION: 

L     A    region    wet    in    the    north    and    dry    in    the    south; 

its  temperature  is  mild  throughout  the  year. 
2.     Continuously   with   the  ])lateau   it  is  a   region   rich   in 

gold. 
li.     It    is   a    country    of   grand    mountain    scenery,    and    of 

peaks  of  eternal  snow. 
4.     It   is   a  region   celebrated   for   its   lumbering,    farming. 

and   fruit   raising. 

0.  San   Francisco,  Seattle  and  San   Uiego  are  great   ports 

and  have  a  world-wide  commerce. 
G.     The  salmon   fisheries  compri.se  an  important   industry 

in    the   north. 
7.     Los  Angeles  is  the  chief  city  of  the  Soutiiwest  and  is 

famed  for  its  rapid  growth,  its  beautiful  homes,  and 

its  splendid   climate. 

SOUTH  AMERICA. 

THE  AMAZON  REGION: 

1.  A   rcgiim   of  dense.  tro|)ical.  luxuriant  vegetation,  and 

of  a  hot,  torrid  climate. 


118 

2.  It  is  llio  lioinc  of  myriads  of  insects,  of  brilliant  plum- 

af^ed    l)irds,    tree    ciinibing    animals,    and    water    rep- 
tiles. 

3.  It  is  a  region  sparsely  populated  by  semi-civilized  In- 

dians and  negroes. 

4.  Rubber  is  the  chief  product  of  the  Amazon,  and  Para 

is   its   great   rubber  port. 

THE  REGION  OF  THE  BRAZILIAN  HIGHLANDS: 

1.  The    world's  greatest   cofTce  country. 

2.  Once  this  region  was   famous   for  the  richness  of  its 

diamond  mines. 

THE  ORINOCO  REGION: 

1.  The  region  of  the  llanos  or  grassy  plains  whereon  are 

pastured  countless  herds  of  cattle. 

2.  A  region  wet  in  summer  and  dry  in  winter. 

3.  The  region  is  sparsely  populated  by  a  non-progressive, 

ease-loving  people. 

THE  LA  PLATA  REGION: 

1.  A  region   of  low,   level,   grassy   plains — the  Pampas — 

famous  for  its  herding  grounds  for  cattle  and  sheep. 

2.  It  is  the  home  of  the  Guachos — the  South  American 

cowboy. 

3.  It   is   coming   to  be   a   great   commercial   region   with 

railroads   and   large   cities. 

THE  PATAGONIAN  REGION: 

1.  A  bleak,  barren,  inhospitable  land,  inhabited  by  wan- 

dering tribes  who  eke  out  a  miserable  living  by  hunt- 
ing and  fishing. 

2.  Terra   del   Fuego   is   an   archipelago,   cold,   bleak,    and 

lonely;   two  of  its  features  are  Cape  Horn  and  the 
stormy  Strait  of  Magellan. 

THE   ANDES  REGION: 

1.  The  land  of  the  llama  and  the  Inca. 

2.  A   region   of   volcanoes,   earthquakes,   great    altitudes, 

and  of  precipitous  slopes. 

3.  A   region   famous   for   its   mines   of   silver   which   are 

worked  by  natives  in  a  crude  and  wasteful  manner. 

4.  The  west  slope  is  wet  in  the  north  and  south,  and  a 

desert  between. 


119 

EURASIA. 

THE  REGION  OF  GREAT  BRITAIN  AND  IRELAND: 

1.  Tlie   inagnitudf   til'   Britisli    industrial   enterprises,   and 

the  causes   for  her  coniinercial   supremacy. 

2.  The   English  people  are  a   fused   race,  being  a   people 

of  mixed  Latin  and  Teuton  blood. 

3.  The  government  of  Great  Britain. 

4.  The  i)icturesque  and  historical  features  for  which  the 

islands  are  famous. 

THE  GERMAN  EMPIRE: 

L     Bismarck  and  his  great  work  in  unifj'ing  Germany. 

2.  Germany's  remarkable   industrial   expansion   since   she 

became  a  nation. 

3.  The  Khine:     As  a  trade  route,  and  in  song  and  story. 

THE  KINGDOM  OF  THE  NETHERLANDS: 

I.     The  country:      Its  people  and  their  occupations. 

THE  KINGDOM   OF   DENMARK: 

L      riic  pfdjile  and  industries  of  Denmark. 

THE  SCANDINAVIAN  REGION: 

1.  Once  the  home  of  the  Vikings,  a  vanished  race  of  sea 

fighters. 

2.  The  dinnite  and  i)hysical   features  of  Si-andinavia. 

3.  The  character  of  the  people,  their  life  and  occupations. 

THE  COUNTRIES  OF  THE  DANUBE: 

1.     The  great  diversity  of  the   inhabitants  and  the  char- 
acteristic products  of  the  region. 

THE  REPUBLIC  OF  SWITZERLAND: 

1.     The   scenery   of   Switzerland. 
•  2.     The    history    and    chief    characteristics    of    the    Swiss 

people  together   with   their  government. 
3.     The  industries  of  Switzerland  and  her  commercial  j)o- 

sition. 

THE  KINGDOM  OF  BELGIUM: 

1.     Belgium's   occupation   and    place   in    foreign    trade   and 
commerce. 


120 

THE  REPUBLIC  OF  FRANCE: 

1.  Occupations  and  life  of  the  French  people. 

2.  Franoo's  plac(>  in  international  commerce. 

THE  IBERIAN  PENINSULA: 

1.  The  commercial  decadence  of  Spain  and  Portugal. 

2.  The  occupations  of  the  people  and  the  products  of  the 

country. 

3.  The  floors  and  their  occupancy  of  Spain. 

THE  KINGDOM  OF  ITALY: 

1.  The  Italian  people  are  famous  for  their  achievements 

in  the  fields  of  painting,  sculpture  and  music. 

2.  The  most  famous  picturesque  and  historical  features: 

The  leaning  tower  of  Pisa,  the  Cathedral  of  St.  Peter, 
the  Coliseum,  the  Catacombs,  the  gondolas  of  Venice, 
the  Vatican,  and  the  ruins  of  Pompeii  and  Hercula- 
neum. 

3.  The   commerce   and   industries   of   Italy. 

THE  KINGDOM  OF  GREECE: 

1. .  The  antiquities  of  Greece. 

2.     The    occupations    and    industries    of    modern    Greece. 

EUROPEAN  AND  ASIATIC  TURKEY: 

1.  Turkey's  place  in  modern  European  history. 

2.  The  Sultan  and  his  people ;  the  backward  state  of  their 

civilization  and  the  indifi'erent  condition  of  the  com- 
merce and  industry  of  their  country. 

3.  The  story  of  the  Holy  Landj  its  people  and  resources 

and  the  part  it  has  played  in  Biblical  narrative. 

4.  The  life  of  Mohammed,  the  nature  of  the  Koran,  and 

the  past   and  present   limits   of   Mohammedanism. 

EUROPEAN  AND  ASIATIC  RUSSIA: 

1.  The   geographical   extent   of   the   Russian   Empire,   its 

physical  features  and  characteristic  products.  * 

2.  Commercial   and   manufacturing  Russia. 

3.  Russia's  policy  of  territorial  acquisition. 

4.  Russia's   government :      the   condition   of   the   peasant 

classes  viewed  in  the  light  of  the  present  disorders. 

ARABIA: 

1.     The  people,  occupations,  customs,  life. 


121 

PERSIA: 

1.     Tlie  jModiuts  of  tlio  country  and  tho  life  of  the  people. 

AFGHANISTAN   AND   BALUCHISTAN: 

1.      I  In-  stiatciiic  ini|>(irtaii(t'  of  tlicsc  icjjions. 

INDIA  AND  INDO-CHINA: 

1.  rile  three  physical  areas:      (a)    the   foothill   rcjrion  of 

the  Himalayas,  charaiteri/ed  by  its  junjiles  of  wild 
animals,  its  tea  farms,  and  its  forests  of  oak  and  ce- 
dar: (b)  the  region  of  the  yreat  plains,  the  wheat 
and  farming  area  of  India,  and  the  seat  of  her  great 
population;  (c)  the  region  of  the  Dekkan  plateau 
whose  foothills  of  cofTee  and  grains  shade  into 
stretches   of   unreclaimed   forests. 

2.  India  is  a  hot,  unhcalthful  region,  and  is  dependent  on 

the  southwest  monsoon  for  its  rainfall.  The  fail- 
ure of  this  monsoon  has  frequently  caused  the  most 
appalling  famines,  the  bad  results  of  which  are  now 
greatly  lessened  through  the  extensive  development 
of  irrigation  systems  and  of  railroads,  which  con- 
nect all  the  important  productive  districts  and  trade 
cities. 

3.  India    is    the    home    of    Hralimaiiism    and    the    seat    of 

the  sy.steni  of  caste. 

4.  India,   together    with    the    islands   of   the    East    Indies, 

was  the  goal  of  all  the  early  European  expeditions 
to  the  East,  and  indirectly  led  to  the  discovery  of 
America. 

5.  India    is  a   dei)cndency   of  (ireat    Britain   and    is   ruled 

by  a  governor-general,  who  is  appointed  by  the  King. 

THE  CHINESE  EMPIRE: 

1.  eliiiia    is  the  oldest   country   in   the  world.      It    had   an 

advanced  civilization  long  before  Kinope  emerged 
from    liarbaiism. 

2.  riiiua    is  a   densely    po)iulaleil   country   along   the   sea- 

board and  along  the  main  waterways  of  the  interior. 

3.  'J'he  Chinese   ) pie.  as  a    wlicde.  are  characteri/ed   by 

conservatism    and    nonprogressiveness. 

4.  The  conservatism    of   the   Cliinese   race   is    larg<'ly   due 

to  their  religion  of  am-estor  worship,  which  leatls 
llicm   to  cluTish   the   |)ast    and   the   ways  of  the   past. 


122 

5.  China  13  a  region  wliidi  is  famous  for  its  production  of 
rice,  tea  and  sili<. 

KOREA: 

1.  The  country   and  its  people. 

2.  Korea's   place  in  tlie  recent   struggle  l)etween   Russia 

and    lapan   and   her   jjresent   political   position. 

JAPANESE  EMPIRE: 

1.  The   Japanese    Empire   comprises    four   thousand    vol- 

canic islands,  which  stretch  over  a  distance  of  two 
thousand  miles.  This  region  is  subject  to  frequent 
and  violent  earth(juakes. 

2.  Japan  is  noted  for  its  production  of  rice,  silk  and  tea, 

and  also  for  the  skill  of  its  manufacturers. 

3.  Japan's   advancement,   which   has   been   extraordinary, 

dates  from  the  time  the  United  States  forced  her  to 
open  her  ports  to  the  people  of  the  West. 

4.  Japan  is  ruled  by  an  Emperor,  who,  though  paramount 

and  unquestioned  in  all  matters  of  government,  is 
aided  by  a  cabinet  and  by  two  legislative  bodies. 

AFRICA. 

THE  MEDITERRANEAN  COAST  REGION: 

1.  The  inhabitants  of  this  region  are  mostly  Mohamme- 
dans, on  the  whole  they  are  treacherous  and  cruel. 
Until  recently  this  region  was  famed  for  its  pirates, 
who  exacted  ransom  from  civilized  nations. 
2.  The  government,  and  commercial  importance  of  the 
region. 

THE  SAHARA  REGION: 

1.  It  is  a  region  of  rolling,  sandy  wastes,  broken  only  at 
great  intervals  by  oases.  The  desert  is  sparsely 
peopled   by   wandering  tribes   of  Arabs. 

THE  REGION  OF  THE  NILE: 

1.  The  ancient  civilization  of  Egypt. 

2.  The  overflow  of  the  Xile   and  its  significance  in  the 

agricultural  development  of  modern  Egypt. 

3.  The  Suez  Canal  and  its  significance. 

THE  CONGO  COUNTRY: 

1.  The  climate,  vegetation,  products,  and  inhabitants  of 
the  region. 


123 

THE  SOUTH  AFRICAN  REGION: 

1.  Stock  raising,  agriculture,  and  the  mining  of  gold  and 

diamonds  are  the  chief  occupations  of  the  country. 

2.  The   government   of   South   Africa   together   with    the 

natives— Boers   and    Kallirs. 

AUSTRALIA  AND  THE  ISLANDS  OF   THE   PACIFIC. 

AUSTRALIA: 

1.  Peculiar  types  of  animal  and  vegetable  life. 

2.  The   aborigines   of   Australia — the   liushmen. 

3.  The    characteristic    products    and    occupations    of    the 

country. 

NEW  ZEALAND: 

1.     State  experiments  in  government. 

EAST  INDIES: 

1.  They  are  volcanic  in  origin  and  are  subject  to  violent 

eartiujuakes.  Politically  these  islands  with  the  e.\- 
ception  of  the  Philippines  and  parts  of  Borneo  and 
Timor,  are  the  possessions  of  the  Netherlands,  and 
comprise  what  is  called  the  Dutch  East  Indies. 

2.  The  East  Indies  have  long  been  famous  for  their  pro- 

duction of  spices,  though  coffee,  tea,  rice,  and  tobacco 
are  important  productions  of  some  of  the  islands.  It 
was  the  desire  for  these  valuable  spices  that  led 
Europe  during  the  Middle  Ages  to  send  many  expe- 
ditions to  the  East. 

PHILIPPINE  ISLANDS: 

1.  The  Philippine  Islands,  comprising  nearly  four  thousand 

islands,  for  four  hundred  years  one  of  Spain's  rich- 
est colonies,  is  now  a  dependency  of  the  United 
States. 

2.  The  present  government  of  the  islands. 

3.  Rice,  sugar  and  hemp  are  the  chief  agricultural  pro- 

ducts of  the  islands. 

HAWAIIAN  ISLANDS: 

1.  The  ciiraate,  vegetation  and  (liiiracteristic  products  of 

the  region. 

2.  The  history  of  the  islands  and  their  ac*|uisition  by  the 

United  States. 


124 

An  examination  of  the  forc;roing  c-ontent  units  will  show  that 
sfinu'  are  l)ett(>r  suited  for  study  in  the  lower  grades,  wliiie  otliers 
are  better  adapted  for  the  more  mature  mind  of  the  upper 
"rradcs.  Tliose  units  in  whicli  tlie  picturesciue,  the  wonder  ele- 
ment, or  in  which  the  human  interest  predominates  will  appeal 
strongly  to  the  children  of  the  lower  grades,  whereas  those  topics 
involving  commercial,  industrial  or  political  considerations  should 
be  reserved  for  treatment  in  the  Seventh  and  Eighth  Grades. 
This  is  the  idea  which  has  governed  the  classification  of  lesson 
units  by  grades,  which  follows — the  units  dealing  with  the  more 
abstra(,'t  commercial,  economic  and  political  notions  have  been 
thrown  in  general  into  the  two  upper  grades,  wliile  those  topics 
treating  of  the  ways  of  people,  their  customs,  habits,  life,  ideals; 
of  the  picturesque  and  historic  buildings  and  monuments  of  the 
world,  and  of  the  great  men  of  the  past  and  present,  have  been 
assigned  for  the  most  part  to  the  Fourth,  Fifth  and  Sixth 
Grades. 

The  method  to  be  employed  in  the  presentation  of  these  con- 
tent units  is  the  method  of  organized  oral  discussion  based, 
where  possible,  upon  the  reading  of  interesting,  illustrated  ma- 
terial on  the  part  of  the  child.  To  secure  satisfactory  results 
the  reading  and  discussions  must  proceed  systematically  and 
carefully.  The  teacher  must  make  her  material  subservient  to 
her  own  plan  and  organized  scheme  of  lessons  and  not  be  led 
by  it;  and  in  conducting  the  recitation  she  must  guide  the  di- 
rection of  discussion,  else  the  recitations  will  degenerate  into  aim- 
less, desultory,  fruitless  conversations.  She  must  dwell  a  suffi- 
cient length  of  time  on  one  unit  to  give  sharpness  to  the  out- 
lines of  the  picture  she  wants  to  get.  The  kaleidoscopic  method 
of  handling  the  work  of  the  recitations  not  only  renders  the 
teacher's  attempts  to  check  results  ineffective,  but  it  leads  to 
mental  distraction  on  the  child's  part,  which  ultimately  works 
out  into  careless  and  irresponsible  habits  of  reading  and 
study.  If  the  course  of  content  units  be  passed  over  at  the 
average  rate  of  one  unit  per  week  the  entire  ground  will  be 
covered  and  sufficient  time  will  have  been  provided  for  clear-cut 
impressions.  A  further  point  to  be  noted  in  securing  effective  re- 
sults in  this  work  relates  to  the  teacher's  preparation.  She, 
herself,  must  work  over  all  the  material  on  the  given  unit 
which  she  has  at  her  command  and  which  bears  directly  on  the 
unit  to  be  presented.  (References  to  interesting  and  accessible 
material  on  each  unit  will  be  distributed  to  the  teachers.)  She 
must  then  decide  what  details  in  her  material  will  best  illustrate 
or  develop  the  point  she  wishes  to  present.     Lastly,  these  details 


125 

— stories,  pictures,  descriptions,  anecdotes — must  be  organized 
into  lessons,  few  or  many  as  the  subject  and  the  material  war- 
rants, each  lesson  having  as  its  chief  purpose  the  making  clear 
some  one  or  more  of  the  essential  points.  In  the  class  discussion 
of  the  material  the  teacher  must  confine  the  class  to  the  points 
which  bear  directly  on  the  notion  siie  wishes  established  and  thus 
avoid  the  aimless,  discursive  conversation  which  too  often  creeps 
into  the  recitations  of  the  i)est  teachers. 

In  the  course  of  the  presentation  of  a  given  les.son  unit  the 
teacher  will  find  that  there  are  certain  facts  which  have  value 
in  themselves  apart  from  their  bearing  in  the  development 
of  the  notion  receiving  treatment.  These  intrinsically  valuable 
facts  should  be  gathered  up  at  the  close  of  the  presentation  of  the 
lesson  unit  and  drilled  U|)t)n  from  tinu>  to  time  in  order  to  insure 
their  permanent  retention.  This  nuitter  of  drill  on  important 
facts  .should  be  emphasized,  for  it  cannot  be  slighted  without 
lessening  seriously  the  effectiveness  of  the  work,  for  it  is  the 
only  way  of  being  certain  that  a  precipitate  is  gotten  from  the 
method   employed. 

A  te.\t  book  in  geography,  by  reason  of  necessary  space 
limitations,  can  never  be  but  an  outline  or  compendium  of  the 
facts  and  general  notions  which  the  writer  considers  essential. 
It  is  a  mistake  fatal  to  good  teaching  to  permit  it  to  determine 
the  matter  and  the  method  of  presentation.  Its  proper  function 
lies  in  supplying,  on  the  one  hand,  the  pupil's  need  for  a  handy 
reference  book,  and  on  tiie  other  hand,  the  teacher's  need  for  a 
succint  statenuMit  of  essential  facts  and  general  notions.  The 
better  the  qualities  then  which  fit  it  for  such  a  compendium, 
the  more  valuable  it  will  be  as  a  text.  In  our  school  work  there 
is  a  place  for  such  a  text,  but  it  is,  except  in  its  aspect  as  a 
reference  book,  after  there  has  been  some  such  preparation 
through  general  reading  and  cla.ss  discussion,  as  we  have  just 
suggested. 

In  the  end,  however,  the  teachers  must  not  neglect  to  hold 
the  children  responsible  for  all  that  the  text  contributes  to  each 
of  the  content  units  listed  herein.  The  teacher  nuist  see,  too. 
that  the  ])roper  integration  of  locative,  descriptive,  and  physical 
conceptions  is  made  with  each  of  the  characteristic  areas  dis- 
cussed. The  child  should  leave  the  course  in  geography  with  the 
characteristic  areas  of  the  world  in  mind  and  associated  with 
each,  and  without  confusion,  he  should  have  those  locative,  de- 
scriptive  and    physieal    essentials    whid)    give    the    region    its    in' 


126 

(iivitluality  iiiid  a   knowlodfic  of  wliicli  tlic  social   trroup  demands 
lor   tlic  altiindant  pntiancc  of  its  nieiubcrs. 

A  further  word  regarding  pliysical  geography  slionld  be  said, 
'{"lie  greater  portion  of  the  first  forty-three  pages  of  the  text 
(State  Series,  "tiraniniar  School  Geography")  is  too  difficult,  and 
being  abstract  means  little  or  nothing  to  the  child.  The 
necessary  parts  of  this  materia!  can  easily  and  naturally  be 
given  later.  When  a  content  unit  is  being  treated,  which 
runs  hack  naturally  into  physiographical  considerations,  give 
thoiii  then,  not  before.  Provision  has  been  made  under  "Essen- 
tial Inferences  from  Map  Study"  for  the  getting  of  certain 
structural  and  meteorological  conceptions.  Also  provision  is  made 
in  the  last  half  of  the  Eighth  Grade  for  a  more  systematic 
survey  of  the  elements  of  physiography. 

Further  suggestions  as  to  method,  content,  and  helpful  sup- 
plementary material  will  be  given  at  grade  meetings  and  issued 
from  the  office  as  need  requires. 


Apportionment   of  the  Work. 

(Note:  Do  not  do  anything  for  the  present  with  the  content 
units  enumerated  below.  An  outline  containing  suggestions  on 
the  treatment  of  each  unit  will  be  placed  in  the  hands  of  the 
teachers  not  later  than  January,  1908,  it  is  hoped.  Until  this 
is  done  geography  teachers  should  confine  their  work  to  the 
other  phases  of  the  subject   which   are   assigned.) 

FIRST,   SECOND   AND    THIRD  YEARS 

Xo  place  has  been  given  in  the  program  for  geography  in- 
struction in  these  years  for  it  is  thought  that  such  work  can 
best  be  taken  incidentally  in  connection  with  Nature  Study. 
In  these  years  the  child  should  become  familiar  through  observa- 
tion with  the  typical  physical  features  of  the  locality;  such  as 
hills,  valleys,  streams  and  triVmtaries;  with  water  action  upon 
soils,  rocks,  and  valleys;  and  with  effects  of  rain-storms,  floods 
and  winds.  He  will  readily  gain,  too,  some  simple  and  elemen- 
tary conceptions  of  the  factors  in  local  commerce  as.  roads  leading 
into  the  country;  products  of  farms,  gardens,  and  mines;  railroads, 
freight  offices  and  the  shipment  of  goods;  and  of  that  general 
interchange  of  activity  which  goes  on  between  country  and  city, 
and  by  extension,  between  one  part  of  the  country  and  others. 
In  the  latter  part  of  the  third  year  it  would  be  well  to  organize 


127 

the  previous  discussions  soinowliat,  as  a  preparation  for  the  more 
systematic  geography  of  tlie  fourth  year.  It  should  be  seen, 
too,  that  the  child  forms  a  working  conception  of  what  a  map 
is,  of  the  cardinal  points,  and  of  the  shape  of  the  earth.  The 
first  107  pages  of  the  "Introductory  Geography"  gives  suggestions 
on  all  these  points. 

FOURTH  YEAR 

B  Class. 
(Te.xt — State  Series,  "First  Hook  in  (W'ograpliy.'") 

1.  Take  the  course  in  ".Map  Locations,"  'First  Time  Over," 

to  Asia,   Manual,   p.    101. 

2.  Take   the    following   content    units: 

Arctic  Region  .'$;  Amazon  ,i;  Andes  1;  Netherlands 
1;  Scadinavia  1:  Turkey  3;  Italy  2;  China  I,  2:  Sa- 
hara   1;     India    1:    Congo  1:     Australia    1.  2;    Nile  2. 

A  Class. 
(Text — -State  Series,  "First  Book  in  Geography.") 

1.  Take  the  course  in  '".Map  Locations."  "First  Time  Over." 

Manual,  p.   KM. 

2.  Take   the    following   content    units: 

Arctic  Region  1,  2;  Canada  2;  Mexico  2;  Grazing 
Region  2,  3;  Pacific  2,  (i;  Amazon  4;  LaPlata  2; 
Patagonian  Region  1;  Great  Britain  4:  German  Em- 
pire :5:      Iberian   Peninsula  3;     Japan   1. 

FIFTH   YEAR 

B  Class. 
(Text — State  Series,  "First  Book  in  Geography.") 

1.  Review    the    course    in    "Ma|)    Locations."    "First    Time 

( >ver."  ami  take  the  "Second  Time  ( Her."  Manual, 
p.    I(t4. 

2.  'lake   the   following   content    units: 

Arctic  Region  4:  Alaska  1;  Mexico  4:  New  En- 
gland Region  4;  Middle  Atlantic  2;  Southern 
States  2;  Pacific  .'5;  Amazon  1:  Patagonian  Re- 
gion 2;  .Andes  2;  Scandinavia  :i;  Switzerland  1: 
.\vnbia    1  :      Peisia    1  :      India   '.i. 


128 

A  Class. 
(Text — State  Scries,  "First  Book  in  Geography.") 

1,  Review  the  course  in   "Map  Locations." 

2.  Take   the   following  content   units: 

Alaska  2;  West  Indies  1;  Plateau  Region  2;  New 
England  1,  2;  Middle  Atlantic  3,  4;  Pacific  4;  Ori- 
noco 1;  Brazilian  Highlands  1,  2;  Scandinavia  2; 
China   5;     Japan   2;      Mediterranean   Coast   1. 

SIXTH  YEAR 

B  Class. 
(Text — State  Series,  •'Grammar  School  Geography.") 

1.  Review  the  course  in  "Map  Locations,"  Manual,  p.  101. 

2.  Take  the  course  in  "Map  Inferences,"  Manual,  p.   109. 

3.  Take   the   following  content   units: 

Alaska  3;  Canada  1;  Mexico  3;  West  Indies  3 
New  England  5;  Middle  Atlantic  5;  Amazon  2 
Orinoco  3;  Andes  3;  Great  Britain  2;  Denmark  1 
Italy   1;      India   4:     Korea   1;      Philippines   3. 

A  Class. 
(Text — State  Series,  "Grammar  School  Geography.") 

1.  Review  the  course  in  "Map  Locations,'  Manual,  p.  101. 

2.  Review  the  course  in  "Map  Inferences."  Manual,  p.  109. 

3.  Take   the   following   content    units: 

Plateau  Region  1;  Prairie  Region  1:  Orinoco  2; 
LaPlata  1 ;  Russia  4 ;  Greece  1 ;  France  1 ;  Tur- 
key 4;  Japan  3;  South  Africa  2;  East  Indies  2; 
Nile  1 ;  Philippine  Islands  1 ;  Hawaiian  Islands  1 ; 
Mediterranean  Coast  Region  2. 

SEVENTH   YEAR 

B  Class. 
(Text — State  Series.  "Grammar  School  Geography.") 

1.  Review  the  course  in  "^lap  Locations,     ^Manual,  p.  101. 

2.  Review  the  course  in  "Map  Inferences."  ^Manual,  p.  109. 

3.  Take   the   following  content   units: 

Mexico  1:  West  Indies  2:  New  England  Region 
3,  6;     Southern  States  1:     Great  Lake  Region  1,  2; 


129 

Pacific  Hof^ion  1;  l.alMata  ;{;  Amies  4;  (Ireat 
Britain  1;  Switzerland  2;  Ihcrian  Peninsula  1; 
Russia  1  :     Cliiiia  .{.  4:     Nile  R(';:i(>ii  .']. 

A  Class. 
(Text — State  Series.  •Craiiiinar  Scliool  (Jeoiirapliy.") 

1.  Review  the  course  in  ".Map  Locations."  Manual.  |>.   lol. 

2.  Review  the  course  in  "Map  Inferences,"  Manual,  p.   l(i'.». 

3.  Take   the   followinj;   content    units: 

West  Indies  4;  Midille  Atlantic  States  1;  Prairie 
States  2;  Grazing  Ke<,'ion  1;  Pacific  Ue<,'ion  1; 
Great  Britain  3;  Danube  Refrion  1;  Switzerland  3; 
Turkey  1;  Russia  3;  Afghanistan  and  Baluchis- 
tan 1;  Korea  2:  South  Africa  1:  Australia  3; 
Pliilil)pines  2;      Hawaiian   Islands  2. 

EIGHTH   YEAR 

B  Class. 
(Text — State    Series,    "Grammar    School    Geography.") 

1.  Review  the  course  in  "Map  Locations,"  Manual,  p.   101. 

2.  Review  the  course  in  "Map  Inferences,"  Manual,  p.  lOi). 

3.  Take  the   following  content   units: 

New  Zealand  1;  East  Indies  1;  Japan  4;  India 
2,  5;  Italy  3;  Turkey  2;  Russia  2;  Germany  1,  2; 
Belgium  1;  France  2;  Pacific  States  5;  Sovitliern 
States  3. 

A  Class. 
(Text — State  Scries,  "Grammar  School  (ieography.") 

1.  Review  the  course  in  "Map  Locations."    .Manual,  p.   101. 

2.  Review  the  course  in  "Map  Inferences."  Manual,  p.   100. 

3.  Review    the    content    units    under    the    United    States, 

Manual,  jt.  116,  in  the  light  of  the  text's  tront- 
inent.  (See  text,  p.  4n-!(l  and  the  supplement  on 
California,  p.  1-16.) 

4.  Review    the    text's    treatment     of    |iliy-<ini:ra[iliy,       (See 

text.  p.  0-28.) 
,5.      If    time    permits    compare    the    Inited    Mates    with    the 
other    countries    of    the    world    along    tlie    lines    sug- 
gested  in   the  Tarr   &    McMiirry    "Complete  Geogra- 
phy,"  p.   453-464. 


THE   COURSE    IN   ARITHMETIC 


References  wliich  every  teacher  of  arithmetic  shfuild  read: 

Ella  C.  Wilson,  '"Pedagogues  and  Parents,"  Chapter  X. 
(Henry  Holt   &   Co.) 

David  Eugene  Smith,  "The  Teaching  of  Elementary  Math- 
ematics."    (Macmillan  Co.) 

J.  W.  A.  Young,  "The  Teaching  of  Mathematics,"  Chapter 
XII.      (Longman,   Green   &   Co.) 

Charles  A.  McMurry,  "Special  Method  in  Arithmetic."  I  Mac- 
millan Co.) 

Francis  Walker,  "Discussions  in  Education,"  two  chapters 
on  the  teaching  of  arithmetic.      (Henry  Holt  &  Co.) 

Smith  and  McMurry,  "Mathematics  in  the  Elementary 
School,"  a  monograph  issued  by  Teachers'  College,  Co- 
lumbia University,  New  York. 

David  R.  Jones,  "A  Handbook  to  the  California  State  Series 
Texts."  The  one  to  accompany  the  primary  text  will 
be  published  by  September  1,  1907;  the  one  for  the 
upper  grades  later  in  the  year.  (State  Normal  School, 
San  Francisco,  Cal. 

The  following  texts  will  be  found  to   have  value  as  sources   of 
supplementary  material: 

Myers  and  Brooks,  "Rational  Arithmetic,"  both  the  element- 
ary book  and  the  one  for  the  grammar  grades.  (Scott, 
Foresman  &  Co.) 

Smith,  Arithmetics,  particularly  the  second  book.  (Ginn 
&  Co.) 

Joy,  "Arithmetic  Without  a  Pencil."     (D.  C.  Heath  &  Co.) 

Bailey,  "American  Mental  Arithmetic."     (American  Book  Co.) 

130 


131 

I'he  Mftlue  of  aritlnnctic  as  a  subject  lias  been  greatly  over- 
rated, though  that  of  certain  topics  lias  been  correspondingly 
underrated.  In  the  attempt  to  compass  the  subject  in  its  en- 
tirety, so  much  ground  is  covered  that  children  never  learn  to 
do  well  the  few  necessary  things  which  the  subject  contains. 
Tlic  large  share  of  time  which  has  been  accorded  to  arithmetic 
has  grown  out  of  the  thought  that  the  stibjcct  oU'ers  a  valuable 
training  in  logic,  and  that  it  has  certain  disciplinary  values, 
such  as  training  the  mind  to  think,  sharpening  the  wit,  and 
exercising  the  powers  of  discrimination.  It  is  being  shown  that 
the  disciplinary  view,  which  is  l)ut  a  corollary  of  the  old  fac- 
ulty psychology,  has  little  or  no  justification  in  fact.  The  most 
advanced  schools  of  psychology,  both  in  Europe  and  America, 
have  broken  with  the  traditional  view  on  this  matter,  and 
assert  that  there  are  no  separate  powers  of  the  mind  developed 
through  the  study  of  particular  subjects.  This  view  docs  not 
countenance  carrying  any  phase  of  arithmetic  teaching  beyond 
its  power  to  contribute  ideas  which  eijuip  th^  mind  again.st 
future  emergencies.  In  conseciuence,  in  determining  the  specific 
arithmetical  ideas  which  should  be  comprehended  in  a  course 
in  arithmetic,  we  are  thrown  back  upon  tliosc  which  will  be 
found  useful  in  life. 

Freedom  and  cll'cctivcness  in  the  social  body  for  which  <iur 
schools  are  preparing  do  not  demand  the  mastery  of  a  body  of 
mathematical  j)rinciplcs.  logically  arranged  and  nicely  conca- 
tenated, such  as  is  attempted  when  emphasis  is  laid  on  the 
subject  as  a  whole,  but  they  do  demand  the  knowing  very  tlior- 
oughly    a    few    special    things,    and    in    their   special    applications. 

Society  di-niands  ability  to  count  and  to  read  and  write 
numbers;  accuracy  and  rapidity  in  the  four  fundamental  pro- 
cesses operating  on  integers  and  fractions;  simple  e.verci.ses  in 
the  application  of  these  processes  to  the  real  problems  of  life: 
a  knowledge  of  the  tables  of  measurement  which  are  in  com- 
uum  use;  ability  to  reduce  suc-h  tables  within  three  places:  a 
clear  notion  of  percentage,  and  familiarity  with  its  application 
to  the  ordinary  affairs  wherein  it  operates;  .some  general  infor- 
mation concerning  business  practices  in  accounting;  and,  lastly, 
familiarity  with  the  methods  of  finding  the  surface  of  a  few 
geometrical  figures  and  the  volume  of  a  few  solids.  Whatever 
is  given  in  the  grades  beyond  this  einnneration  of  essentials 
consumes  time  which  would  better  be  used  in  other  ways. 
While  the  above  enumeration  of  essentials  contemplates  that 
generous  omission  lie  iiiiide  from  oui'  texts,  it  also  proposes  tluit 


132 

better  results  be  olitaiiuHl  within  the  suggested  liinit.f  than  are 
usually  obtained  in  schools. 

To  this  end,  the  course  which  follows  provides  for  a  sys- 
tematic drill  in  the  processes  — a  drill  which  must  be  continued 
throughout  the  whole  of  the  upper  grades  if  the  desired  stand- 
ard of  accuracy  and  rapidity  be  secured. 

In  giving  this  drill  on  the  processes,  experience  has  shown 
that  certain  methods  lead  more  directly  to  the  result,  and  with 
less  waste,  than  do  others.  Where  such  methods  have  clearly 
proved  their  superiority  in  practice,  we  have  thought  it  best 
to  incorporate  them  here,  to  be  used  as  substitutes  for  those 
in  the  text,  if  in  the  teacher's  judgment  such  substitution  be 
thought  desirable. 

A  Method  in  Column  Addition  (Used  in  the  "First  Book  in 
Arithmetic,"  California  State  Series) :  We  think  an  outline  given 
here  of  the  idea,  together  with  a  few  suggestions  as  to  method, 
will  help  the  teachers  in  using  the  text.  This  method  differs 
from  the  methods  in  general  use  in  this:  that  as  soon  as  the 
first  five  combinations  are  learned,  work  is  immediately  begun 
upon  adding  columns  of  figures  which  are  so  built  up  as  to 
contain  no  combination  which  the  child  has  not  first  learned 
separately.  It  recognizes  what  experience  has  shown  us  all  is 
true,  that  it  is  one  thing  to  memorize  the  forty-five  additive 
combinations  separately,  and  quite  another  and  a  more  difficult 
thing  to  make  use  of  them  in  a  column  of  figures  heterogeneously 
thrown  together.  It  recognizes  that  the  end  to  be  reached  in 
this  particular  phase  of  arithmetic  is  accuracy  and  rapidity  in 
adding  columns  of  figures,  and  not  in  saying  over  unrelatea  com- 
binations, and  it  rightly  assumes  that  the  way  to  gain  the 
facility  is  to  add  columns  of  figures  so  built  up  as  to  afford  a 
constructive  review  for  the  successive  combinations  as  they  are 
learned. 

Before  any  work  in  addition  is  begun,  entire  familiarity 
with  the  number  scale  to  120  must  be  obtained  as  shown  by 
ability : 

1.  To  read  the  numbers; 

2.  To  write  the  numbers: 

3.  To   visualize   the   number   symbols; 

4.  To  know  that  any  number  and  1  more  gives  the  next 
number  in  the  scale,  and  that  the  number  that  imme- 
diately precedes  any  number  in  the  scale  is  one  less  than 


133 

the  number,  iiiul  tliat   one  less   than  any   nunibor   is  the 

number  immediately  preceding  it ; 
To  count  by  tens,  beginning  with  any   number; 
To   know    the   sum    of  a   given   decade,   and   any    number 

less  than  10  as:   20.  5=20 ;  80.  6=86;  90,  .3=93,  etc. 

GROUP  I.     The  first  live  combinations  to  be  taught  are: 
;j     4     :J     2     6  4     2     9     .5     2 

2,    5,    9,    2,    4,       and   tlicir  reverses:     6,    2,    3,    4,    3. 


5     9  12     4  10  10    4  12     9     5 

In  the  teaching  of  each  group  of  combinations,  these 
steps  are  taken,  and  always  in  the  same  order. 

Step  A:  Memorize  perfectly  the  combinations  as  they 
stand  above  in  both  oral  and  written  form.  Give 
drill  in  pointing  to  the  figures  as  they  stand. 
Erase  the  sums,  and  continue  the  exercise  as  be- 
fore. If  the  slightest  hesitation  appears,  rewrite 
the  sums.  Drill  until  the  pupil  can  readily  give 
the  sums  at  sight.  Also  accompany  these  exer- 
cises by  a  thorough  drill  on  tlie  language  form,  as: 
"Two,  tlu'ce, — five."     '"Nine,  three. — twelve,"  etc. 

Step  B:  Use  the  several  combinations  in  the  different 
decades  of  the  number  scale,  as  in  the  60's,  70'a. 
90's,  30's,  etc.,  that  is,  by  prefixing  2  tens,  3  tens, 
6  tens,  etc.,  to  the  lower  figures  of  each  combina- 
tion. Most  of  the  drill  which  children  get  is  con- 
fined to  the  lirst  part  of  the  number  scale.  The 
purpose  of  this  step  is  to  give  equal  facility  in  the 
upper  portions  of  the  scale.  Insist  on  the 
language  form  along  with  the  sight  work. 
Step  C:  Use  the  combinations  now  mastered  in  buiM- 
iiig  columns  for  adding.  An  examina- 
lion  of  these  illustrative  colunms  will 
show  how  columns  can  be  constructed 
and  extended  upward  as  far  as  the 
teacher  likes,  and  yet  at  no  time 
incorporating  a  combination  which  tiie 
child  has  not  had  in  accordance  with 
the  provision-*  <>(  Step  A   and  Step  H. 


2 

3 

3 

6 

5 

4 

2 
■> 

O 

(} 

3 

•> 

.J 
4 

3 

«> 

4 

3 

t) 

") 

3 

2 

6 

4 

:{ 

2 

3 

4 

9 

2 

5 

3 

3 

4 

3 

9 

32 

3 

23 

6 

20 

2 

14 

3 

12 

4 

9 

3 

5 

2 

134 

In  beginning  this  step  witli  cliildren  in  the 
piiniiuy  grades,  place  the  following  column  on  the 
boai'd.  Take  the  chalk,  and,  beginning  at  the 
foot  of  the  column,  say:  "Two,  three, — 
live,"  pointing  to  the  numbers  as  named, 
and  write  the  five  to  the  right  of  the  3. 
Then  say:  "Five,  four, — nine."  Write  the 
9  to  the  right  of  the  4.  Then  say:  "Nine, 
thrfee, — twelve,"  and  write  the  12  to  the 
right  of  the  3.  Then  continue:  "Twelve, 
two, — fourteen,"  writing  the  14  to  the 
right  of  the  2,  and  so  on  until  the  column 
is  added.  At  each  step,  have  the  children 
collectively  or  individually  repeat  after 
you  each  statement.  Drill  the  pupils 
until  they  can  go  through  this  without  error.  If 
there  is  any  hesitancy  about  the  combinations, 
point  to  the  combination  above,  so  that  they  may 
learn  where  to  find  the  correct  form  if  they  should 
forget. 

After  this  process  and  language  form  is  estab- 
lished, write  similar  columns  on  the  board  for 
each  pupil,  with  instructions  for  him  to  do  the 
exercise  himself.  The  teacher  should  pass  from 
one  to  another,  hearing  each  give  the  form.  As 
a  pupil  finishes,  let  him  exchange  examples  with 
another  pupil,  first  erasing  the  side  columns.  To 
avoid  confusion  it  is  well  to  write  two  or  three 
examples  in  excess  of  the  number  in  the 
class,  so  that  no  pupil  need  wait.  As  a  further 
convenience,  it  may  be  helpful  for  the  pupil  who 
finishes  a  column  to  write  his  name  underneath  it. 
The  teacher  passing  around  later  erases  the  answer 
and  the  side  columns,  and  writes  "c"  (correct), 
or  "x"  (wrong),  after  his  name.  The  place  is 
then  ready  for  another  pupil. 

With  a  few  pupils  there  will  be  a  continual  ten- 
dency to  make  mistakes  in  the  left-hand  figure, 
to  write  42  instead  of  32,  etc.  This  means  that 
insufficient    work    has    been    done    on    the    num- 


135 


3  ber  scale.     Suppose,  as   in  tlic  illustration 

4  given,  the  pupil  writes  42,  instead  of 
3  32.  To  eorreot  tlii.s,  several  methods  are 
9  "42"  at   the  option  of  the  teaeher. 

3     23  1.     She   ean    <,'o   back   to   "Step   IJ."    for 

6     20  more  drill  in  the  decades,  then  make  the 

2  14  application    to    the    difficulty    in    hand.     2. 

3  12  She  can  have  him  write,  in  ascendinj,'  col- 

4  i)  umn,  the  numbers  beginning  with  23, 
3  5  until  the  next  2  is  reached.  3.  She  can 
2  draw  a  line  under  23,  and  ask:  'What  2 
next    above    23?"      (Answer    "32.") 

After  the  conilMiiatioiis  already  mentioned  have 
been  mastered,  and  every  child  can  work  out  the 
side  columns  of  any  column  of  figures  built  up 
out  of  these  combinations,  readily  and  without 
mistake,  the  same  combinations,  in  their  reverse 
form,  should  be  treated   in   like  manner. 

Retain  the  use  of  the  "side  cohunn"  throughout 
the  whole  of  the  work  on  (iroup  1.  (That  is,  when 
taken  by  children  of  the  primary  grades).  Its 
purpose  is  to  drill  the  pupils  in  learning  new 
combinations,  and  in  'visualizing  the  end  figure  of 
the  successive  partial  sums.  With  the  beginning 
of  the  treatment  of  (;ri)U|)  2,  however,  the  teacher 
should  commence  u|inii  the  step  of  adding  without 
writing  the  particular  sums  at  the  side,  and  training 
the  pupil  to  add  by  imagining  this  scalTolding.  In 
starting  this  it  is  well  to  go  back  to  the  first 
column  imder  Group  1.  and  recpiire  the  pupil  to 
add  directly,  thus:  live,  nine,  twelve,  fourteen, 
twenty,  twenty  tlirec.  etc.  if  he  makes  mistakes, 
have  the  i)upil.  in  imagination,  go  through  the 
form  of  the  j)artial  sums  in  the  side  column,  with- 
out actually  writing  them.  First  attempts  will 
be  slow,  but  a  few  exercises  will  cause  him  to 
dejxMid  upon  his  own  visual  imaging.  Proceed  in 
the  same  way  to  add  utiuT  ruliiiiiiis  in  ri'\iew. 
After  the  idea  is  .secured,  the  class  will  be  ready 
to  take  up  the  study  of  fJroup  2. 

In  all  this  r.ivly  work,  the  ihild  should  never 
be  permit  till  to  pcrlnim  ;mi\  work  in  addition  at 
his  seat,  but   al\\a\s  at    the   iioard.   in    lull   view   of 


136 


the  teaclier.  Cliildrcii,  it  allowed  the  time,  will 
fall  back  into  the  habit  of  counting  up  the  sums 
serially.  It  is  a  mistake  to  think  that  children 
will  "outgrow"  this  habit,  once  it  is  formed. 
Changing  one's  habits  is  not  so  simple  a  matter 
as  this.  To  prevent  this  habit  from  being  formed, 
tile  teacher  must  first  give  in  columns  only  those 
combinations  which  the  children  liave  first  learned 
thoroughly,  and,  second,  always  insist  that  the 
work  be  performed  at  the  board,  and  in  the  full 
view  of  the  teacher.  Do  not  permit  the  child 
to  stop  and  "think."  He  either  knows  the  sum 
or  not.  If  he  shows  the  least  hesitancy  he  must 
either  be  told  the  answer,  or  be  permitted  to  look 
at  the  combination  involved  and  its  answer.  For 
this  purpose  the  combinations  should,  with  their 
sums,  always  be  written  on  the  board  in  full  view 
of  the  child. 

Concert  work  is  good,  but  it  should  not  be 
employed  exclusively,  for  many  children  are  there- 
by made  dependent^  in  their  work.  Again,  if  a 
teacher  uses  it  too  generously,  she  cannot  know 
what  the  individuals  are  capable  of  doing.  In  ad- 
dition work,  the  teacher  must  keep  in  mind  the 
fact  that  her  class  will  not  proceed  uniformly  in 
their  acquisition  of  the  work,  and  that  in  conse- 
quence she  must  provide  some  way  of  giving  much 
individual  instruction.  This  is  the  price  which  the 
highest  success  demands.  The  principal  of  each 
building  should  keep  in  close  touch  with  each  of 
his  teachers  in  the  work.  To  do  this,  he  should 
continually  be  taking  individuals  from  the  classes 
into  the  oflfice  or  into  some  convenient  room,  and 
there  testing  them  as  well  as  drilling  them  to  sup- 
plement the  work  of  the  teacher.  He  should 
know  when  a  teacher  has  completed  the  study  of 
a  given  group  of  combinations,  and  determine, 
through  taking  the  class,  whether  it  is  ready  to 
proceed  to  the  next  group. 

Group  2  and  each  successive  group  should  be 
treated  in  the  same  way,  except  for  the  side  col- 
umns, which  may  be  discontinued.  The  work, 
however,  would  better  be  conducted  at  the  board, 


137 


lor  reascin.s  alicaily  jjivcu.  'I'lif  teacher  should 
prcparo  coluimis  of  fijjures  within  the  limit  of  the 
particular  group  whitli  she  is  treating,  then  dic- 
tate these  to  the  ohiss  at  the  board.  Each  child 
writes  the  column,  beginning  at  the  bottom  and 
going  toward  the  top,  and  of  course  adding  in  tin- 
same  direction,  in  order  that  the  combinations  may 
1)6  as  intended.  After  all  the  groups  have  been 
studied  anil  columns  are  given,  witii  the  ((tm- 
l)ination.s  arranged  heterogeneously,  it  does  not 
matter  whether  the  child  adds  up  or  down.  In 
fact,  it  is  a  good  check  on  the  work  to  have  him 
add  both  ways.  In  this  dictation  work,  after  the 
children  have  obtained  a  sum,  several  should  be 
called  on  to  add  aloiul;  then  several  called  on  to 
add  the  same  column.  l)ut  witli  2  tens,  ."i  tens. 
5  tens,  6  tens,  «>tc.,  idclixed  to  the  lowest  numlier. 
This  gives  drill  in  the  upper  leaches  of  the  luiiii- 
ber  scale,  without  the  additional  work  of  re-writ- 
ing the  numbers.  Columns  should  continually  be 
given  which  incorporate  and  use  the  combinations 
of  groups  already  learned.  The  pupil's  advance  into 
new  ground  should  be  very  slow,  in  order  that  he 
may  work  very  thoroughly  the  old.  The  chief  merit 
of  this,  as  of  Any  other  system  used  in  teaeliiii;.' 
combinations,  rests  in  its  thoroughness.  'J"he 
child  must  pass  by  easy  and  carefully  graded 
steps  from  the  simple  to  the  dilHcult.  At  every 
step  of  the  way,  the  teacher  nmst  keep  well  within 
the  powers  of  the  ehild.  Men  succeed  in  this 
world,  not  so  much  by  reason  of  past  failures,  as 
because  of  past  successes.  \\'e  like  to  do  the 
things  we  can  do  well.  Just  so  with  the  child; 
he  gets  a  pleasurable  emotional  reaction  from  do- 
ing the  things  at  which  he  is  successful.  This  is 
the  chief  value,  as  well  as  pleasure,  of  review 
woik  it  ]>erl'ecls  teclinit|Ue,  and  becomes  |>leas 
urable  in  inopoition  to  the  child's  success  in  the 
doing  of  it. 

At  first  the  einpliasis  must  fall  on  accuracy  and 
neatness.  To  attempt  to  secure  too  nnich  speed  at 
first,  leads  to  inaccuracy.  But  gradually,  as  the 
work  becomes  more  reflex,  "speeding-up"  exercises 
should    be   given.      Here    is   a    place    for    the    right 


138 

kind  of  emulation,  sudi  as  is  found  in  contests 
among  classes,  or  anion^  individuals.  There 
is  a  tendency  among  the  advocates  of  "soft 
pedagogy,"  to  disparage  livalrv  in  the  school 
room.  History  shows  us,  liowever,  that  this  mo- 
tive has  been  a  powerful  factor  in  every  line  of 
social  and  individual  progress.  because  rivalry 
has  a  selfish,  anti-social  side,  it  (U)es  not  follow 
that  it  lacks  a  noble  and  helpful  one.  It  is  not 
well  to  foster  emulation  to  the  extent  done  by 
the  Jesuits,  who  went  so  far  as  to  pair  off  all  the 
boys  of  a  school,  making  the  individuals  of  each 
pair  rivals  in  everytliing  pertaining  to  schoc)! 
work.  It  can  be  used  safely,  liowever,  in  pitting 
class  against  class,  or,  if  tactfully  done,  individual 
against  his  fellows  of  the  same  class.  Within 
these  limits  emulation  will  prove  itself  a  power- 
ful school-room  ally. 

Early  in  the  work  with  the  groups,  columns, 
three  or  four  figures  wide,  can  he  dictated  if  the 
teacher  desires  it.  However,  to  do  this  without 
throwing  the  children  into  unfamiliar  combina- 
tions, the  teacher  must  think  out  the  numbers, 
taking  into  consideration  the  figure  to  be  "car- 
ried." As  to  rationalizing  the  process  of  "carry- 
ing" or  "borrowing,"  we  think  it  undesirable,  espe- 
cially in  the  primary  grades.  Efficiency  in  adding 
demands  that  the  processes  become  refiex.  The 
adult  mind,  when  adding  columns  of  figures,  or 
when  subtracting  one  number  from  another,  is 
absolutely  devoid  of  even  the  feeling  of  the  con- 
crete. To  begin  in  the  first  grade,  tying  splints 
into  tens,  and  these  tens  into  hundreds,  is  inter- 
esting, perhaps,  but  it  gives  no  working  ability, 
and  we  question  its  value  in  giving  so-called  in- 
sight into  number.  As  a  matter  of  fact  the  me- 
chanical process  of  "bringing  down  the  2  and 
carrying  the  1,"  to  the  child  is  just  as  much  an 
objective  thing  as  would  be  a  biuidle  of  splints, 
and  besides  it  happens  to  be  right  along  the  line* 
of  the  child's  future,  as  well  as  present,  need. 
One  does  not  need  to  know  anything  about  the 
mechanism    of   an    adding   machine   to    operate    it 


139 


successfully,    Jior    of    a     wiitdi.    tu    r.-arl     (In-    dial 
plate. 

Each  of  the  suc'ceedin{jf  groups  of  i-oniljinations 
are  to  l)e  treated  according  to  the  three  steps, 
in  exactly  the  same  way,  except  for  the  "side" 
columns,  and  except  that  columns  are  built  up 
out  of  all  the  combinations  which  have  been  pre- 
viously learned,  and  not  confined  merely  to  the 
group  which   the  child   is  learning. 

The  groups  in  the  order  in  which  they  are  pre- 
sented in  the  California  State  Series,  "First  Book 
in  Arithmetic."  follow  for  convenience  of  refer- 
ence. 


GROUP  I. 

:i    4    ;j  -2  «) 

2     5     9  2  4 

5     t)  12  4  10 


and   reverse: 


4     2     9     3     2 
6     2     3     4     3 


10     4  12     !t 


GROUP   2. 

3     4     3     2  2 

6     9     3     6  8 

9  13     6     8  10 


and   reverses 


6     8     3     !•     6 
2     2     3     4     3 

8  10     6  13     9 


GROUP  3- 

2     8     4     5  7 

4     6     4     8  3 

6  14     8  13  10 


and   reverses 


8     3     4     6     4 
5     7     4     8     2 

13  10     8  14     6 


GROUP  4. 

2     6     5     7     5 
5     7     3     8     5 

7  13     8  15  10 


and   reverses 


8     3     5     7     5 
7     5     5     6     2 

15     8  10  13     7 


GROUP    5. 

7     0     7     9     4 
9     6     2     9     8 

16  12     9  18  12 


and  reverses 


8     9     6     9     2 
4     9     6     7     7 

12  18  12  16     9 


140 


GROUP  6. 

7     3     5     9     9 

7  4     7     2     1 

14     7  12  11   10 

GROUP   7- 

8  9     6     7     9 
8     6     5     18 

16  15  11     8  17 

GROUP  8. 

15     7     2     8 

8  9     4     13 

9  14  11     3  11 


and   reverses 


and  reverses 


and  reverses 


7  2     7  14 
5  9     7  9     3 

12  11   14  10     7 

8  18  5     6 

9  7     8  6     9 

17  8  16  11   15 

3  19  4     8 

8  2     5  7     1 

11  3  14  11     9 


A  Method  in  Subtraction:  (See  Smith — The  Teaching  of 
Elementary   ^lathematics — Macniillan ) . 

The  additive  method,  or  Austrian,  as  it  is  sometimes  called, 
and  described  in  the  above  reference,  grows  most  easily  and  natu- 
rally out  of  the  work  of  additive  combinations,  for  it  requires 
merely  a  change  in  the  language  form  of  addition.     After  a  child 

3      4     . 
learns  that     2,     5,  etc..  it   is  easy   for  him  to  respond  correctly 

5      9 

to  such  questions  as  "'2  and  how  many  make  5?"  ''5  and  how 
many  make  9?"  '"3  and  how  many  make  5?"  etc.  It  is  easy, 
too,  for  him  to  apply  the  same  idea  to  subtractive  exercises  in 
which   "borrowing"  is  required.     As,  for  example,  in  the   follow- 

8623 
ing  exercise  the  child  would  say  as  he  performs  it:  — 6748 


1875 

"Eight,  5,  thirteen.  Five.  7,  twelve.  Eight,  8,  sixteen.  Seven, i, 
eight."  If  the  child  wants  a  philosophical  explanation  for  this 
procediu-e  give  it  to  him,  but  do  not  attach  any  particular  sig- 
nificance to  it.  We  are  all  doing  things  every  day  of  our  lives 
that  we  cannot  analyze  and  a  few  omissions  of  this  sort  more 
or  less  will  not   hurt  the  child. 


141 


This  additive  idi'a  of  suhtnict ion  is  of  value,  too,  in  tlie  siil)- 
tractioii  of  fractions.  Take  as  an  illustration  tlie  followiufr  I'-X- 
ercise : 

52-7/11 
—28-9/11 


-fl/11 


Older  Method. 
"P.oiTow  1  Ironi  I  leaving; 
1.  11/11+7/11  are  18/11, 
18/11  less  9/11  leaves  9/11. 
8  from  1 1  leaves  3.  2  from  4 
leaves  2.  The  difference  is 
23-9/11." 


Additive  Method. 
"9   and    2    are    11.    2   and    7 
are  9,   9/11;    9  and  3  are    12, 
3   and   2   are   5.      The   differ- 
ence   is    23-9/11." 


The  mathematical  principle  is  clear  when  stated.  In  the  first 
the  process  was  (11/11+7/11)— 9/11=9-11.  In  the  second  the 
steps  taken  are  (11/11 — 9/11) +7/11=9-11.  The  processes  are 
seen  to  be  identical  l)ut  the  second  is  the  more  convenient  for  it 
permits  finding,'  the  difference  easily  by  inspection,  whereas  by 
the  first  this  cannot  always  be  done. 

The  idea  is  eijually  useful  in  subtracting  one  date  from  an- 
other, as  in  finding  the  simple  interest  on  a  note.  For  example: 
To  find  the  time  between  Aug.  26,  1894,  and  May  18,  1895. 

1895-r)-18  The  Child  says:  "26  and  4  are  30,  4  and  18  are  22, 
1894-8-20  9  and  3  are  12,  3  and  5  are  8,  5  and  0  are  5. 
Difference  in  time  is  8  mo.  22  da." 


A  Method  in  Long  Division:  As.  long  division  is  ordinarily 
presented  it  is  unsystematic  and  wasteful.  In  no  phase  of  num- 
ber work  in  arithmetic  is  there  necessity  for  more  careful  pre- 
s(!ntation  than  in  this  topic.  The  difliculty  of  long  division  to 
the  cliild  lies  in  one  or  the  other  or  both  of  two  things:  Kither 
the  child  is  not  thoroughly  drilled  on  the  processes  of  multipli- 
cation, subtraction  and  division  involved  or  else  he  has  dilliculty 
with  the  sequence  of  steps.  If  a  child  has  diniculty  with  this 
matter  of  long  division  the  teacher  will  in  all  probability  find 
t  he  trouble  to  rest  with  either  of  these  two,  and  liaving  deter- 
mined which  is  responsible  should  shape  her  exercises  to  meet 
the  trouble.  It  should  not  be  overlooked  that  a  child  needs  just 
as  much   drill   on   tlie  division   tables  as  oti   the  multiplication   ta- 


142 

bles.  Drill  should  be  given,  too,  witli  l)otli  exact  and  inexact  di- 
visions. Questions  like  tlie  foiiowint,'  should  often  be  asked: 
'•How  numy  6's  in  42?"  "In  32  V"  ''How  many  9's  in  36?"  "In 
43?"  ((tc.  Many  exercises  like  tlic  following  sliould  also  be 
given,  as  they  bear  upon  one  of  the  difficulties  in  long  division: 
"6  times  5  add  4,"  "8  times  9  add  7,"  etc.  After  this  preliminary 
work  lias  been  well  done,  the  children  will  be  ready  for  the  long 
division  form,  which  should  be  taught  with  a  one-figure  divisor. 
After  the  sequence  of  steps  has  been  mastered  the  children  will 
then  be  ready  for  a  divisor  of  two  figures.  The  best  method  for 
meeting  this  new  difficulty  of  finding  the  quotient  figure  is  the 
one  given  in  the  "First  Book  in  Arithmetic,"  California  State 
Series.  The  authors  of  the  book  group  all  two  place  divi.sors 
in  two  cases:  Case  1,  in  which  the  unit's  figure  is  the  same  as 
or  less  than  the  ten's  figure,  and  Case  2,  in  which  the  unit's  fig- 
ure is  greater  than  the  ten's.  In  the  first  case  tlie  child  is  taught 
to  find  the  correct  quotient  figure  as  follows: 

The    child    in    working    the    exercise    says:      "How 

298  many   8's   in   25?      3   8's  and   1    over.     Are   there   as 

■ many  as  3  6's  in   17?     No.  then  3  is  too  large  and 

86)25701  we  take  2."   • 

172  "How   many   8's   in   85  ?     9   8's   and   13   over.     Are 

there   as  many   as   9   6's   in    130?     Yes,   so   9   is   all 

850  right."     "How  many   8's   in   76?     9   8"s  and   4   over. 

774  Are  there  as  many  as  9  6's  in  41  ?     No.   then  9  is 

too  large  and  we  take  8." 

761 
688 


73 


This  method  is  general  for  all  divisors  falling  under  Case  1. 
In  Case  2  the  quotient  figure  is  found  by  taking  as  a  trial  di- 
visor a  number  which  is  one  greater  than  the  first  figure  of 
the  true  divisor.  Thus  when  the  true  divisor  is  47,  48,  49,  use  5 
as  the  trial  divisor;  when  the  true  divisor  is  57,  58,  59,  use  6 
as  the  trial  divisor,  etc.  This  is  not  a  universal  method  for  all 
exercises  in  Case  2,  but  holds  good  for  the  majority. 

The  value  of  these  division  forms  lies  in  this:  That  it 
teaches  the  child  that  it  is  better  to  proceed  in  a  systematic 
fashion  than  Ijy  aimless  guessing. 


68 

.7630 

4!) 

0 

1 

976 

1 

1)60 

_j 

Iti.-io 

147(1 

143 

A  Method  in  Division  of  Decimals: 

28.06  1.  I'"i\  (Ifcimal  point  befori'  doinf;;  anything 
t'lse.  "Ilow  many  places  in  divisor?"  '"Two." 
Bcfrin  at  dcciriial  point  and  count  over  two 
plates.      Fix   decimal   point   directly  above. 

2.     Fi.v     posit  inn     <it'     first     ti<:iire    of    (piotient. 
(Aliove  right  hand  figure  in  |)artial  dividend.) 

'.i.      Proceed    with    division. 
Di'ill    should    he    given    in    various    t\[)e    exercises 
until    a    lialiit    is   established.      The    following  are 
tile    j)ossible    types: 

.\.     Places  in  divisor  and  places  in  dividend. 
160  H.     i'laces  in  divisor  and  no  places  in  dividi-nd. 

('.     No  places  in  divisor  and  places  in  dividend. 

Apportionment  of  Work 

The  course  by  classes  follows,  together  with  suggestions  re- 
garding elimination  and  presentation.  Tliese  suggestions  are  in 
nowise  to  be  considered  mandatory.  The  teacher  may  make  use 
of  the  suggestions  or  not.  as  she  chooses.  If  she  has  better  ways 
of  getting  the  tliinjjs  done  which  ought  to  be  done  slit;  siioiild 
employ    them. 

FIRST   AND  SECOND  YEARS 

(Text — ('alifornia  State  Series,  "First  IJook  in  Arithmetic." 
Limits,  p.  7-33.) 
No  abstract  number  work  beyond  counting  and  the  reading 
and  writing  of  numbers  should  be  given  in  the  first  and  sec- 
ond school  years.  It  is  better  for  children  of  this  age  that  the 
number  work  be  kept  concrete  and  wlwdly  incidental.  Any  reg- 
ular and  systematic  drill  on  numlier  combinations  in  the  first 
two  years  is  premature  and  should  be  deferred  until  the  child 
has  laid  a  considerable  basis  of  nund)er  experiences.  These  will 
come  naturally  and  in  ( onsiderable  ([uantity  through  the  honu* 
and  school  activities,  without  great  attention  being  given  to 
the  matter  by  the  leather.  The  activities  of  primary  children 
in  tlie  fields  of  nature  study,  literature,  school  games,  drawing 
and  the  constructive  arts  have  their  ipiantitive  relations  which 
afford  the  natural  basis  for  whatever  of  incidental  number  work 
it  is  thought  i»roper  to  give.  Hut  even  here  the  teacher  should 
be  careful  not  to  force  the  number  notions  but  rather  let  them 
develop  naturally. 


144 

The    follovvinj,'   fomprise    opportunities    for   f^iving   such    inci- 
dental attention   to  number  in   these  years: 

1.  Determine   the    number   of   ciiildren    in    the    room    in   dif- 

ferent classes.  The  number  of  boys  and  of  girls.  The 
school  enrollment  and  the  number  in  attendance.  The 
absences  and  tardinesses. 

2.  Distributing    and    collecting    materials    for    class    use,    as 

pencils,  books,  pens,  blotters.  A  monitor  for  each  row 
can  report  the  number  needed  for  use  in  his  row. 

3.  Numbering  of  the  children  at  the  board  or  at  the  seats. 

Number  of  seats  in  each  row  or  of  places  at  the 
blackboard. 

4.  Observe    and    read    the    paging    of   the    primer    and    first 

reader.  Notice  number  symbols  wherever  used  in 
any  of  the  studies. 

5.  Making  a  clock  face  and  reckoning  the  hours  and  min- 

utes.    The  number  of   days  in  the   week   and  month. 

6.  In  observing  plants  and  animals,  the  number  of  seeds  in 

pods  or  parts  of  flowers,  the  number  of  legs  or  wings  in 
animals. 

7.  Measuring  inches  with  the  foot-rule  in  constructing  seed 

boxes,  play  and  doll  houses,  envelopes,  and  in  paper 
folding,   cardboard   work,    etc. 

8.  Games   which   involve   counting,    tenpins,    marbles,   domi- 

noes, card  games,  and  any  game  where  a  score  is  kept. 

9.  Measuring  the  size  of  children,  calculating  ages  of  child- 

ren,  years   and   months. 

10.  There  are  many  cases  where  the  fractions,  halves,  thirds, 

quarters,  are  used,  and  may  require  explanation  and 
illustration. 

11.  Common  objects  about  the  school,  home,  and  neighbor- 

hood for  counting. 

12.  Building  up  number  series  through   the     use     of     inch 

cubes  and  other  objects. 

Chapter   I   of  the  text   should  be   drawn   on   for   suggestions 
regarding  the  nature  and  scope  of  the  work  of  these  two  years. 


145 

Page  3.3  of  the  text  gives  a  suiuiiiary  of  what  the  child  shouM 
know  of  number  before  tlie  work  of  the  tliird  year.  Toward  tlie 
close  of  tlie  second  year's  work  sonic  systenuitic  time  should  be 
given  to  secure  an  entire  familiarity  with  the  number  scale  in 
accord  witii  the  suggestions  given  in  the  Manual,  p.  I'.Vl. 
for  this  phase  of  the  work,  for  without  such  familiarity  all  work 
in   addition    will    prove   unsatisfactory. 

ill  tilt'  work  of  tlu'sc  grades  wlicrcvi-r  it  is  necessary  tlie 
children  should  be  allowed  physical  activity.  Let  them  step  off 
distances,  play  counting  games,  build  witli  measured  blocks,  make 
number  pictures  at  the  board  or  on  paper,  measure  for  paper 
folding  and  cutting,  and  write  out  short  statements  with  figures 
and  symbols.  Insist  that  correct  language  be  used  in  describing 
number  operations,  for  one  object  of  this  work  in  number  is  to 
acquaint  pupils  with  the  more  common  terms  in  the  vocabulary 
of  number,  including  such  language  forms  as  are  commonly  used 
to  denote  position,  direction  and  magnitude.  Extreme  formality 
in  language,  however,  should  give  way  to  brevity  and  accuracy 
in  describing  what  is  clearly  grasped.  Over-formality  not  only 
gives  ail  unnecessary  mental  .strain,  but  also  cultivates  a  mem- 
ory of  words  and  phrases  that  often  deceives  witli  an  appear- 
ance of  knowledge. 

THIRD  YEAR 

B  Class 

(Text— California    State    Series,     "First     Book     in     Aritlimetie.  " 

Limits,   p.   .34-7.3.) 

PROCESSES: 

1.  Drill  f)n  the  writing  and  reading  of  numbers  of  two.  three 

and   four  places. 

2.  Drill   on   the   number   scale   to    120.   counting   through    by 

lO's,  beginning  with  any   miini)er   (written  and  oral). 
.3.     Drill   on  a   decade   plus  any    inimlper    less   than    10.  as.   70 
and  6,  !)0  and  8,  30  and  4.  ete. 

4.  Teach   groups    1.  2  and   3  of  addition   combinations.     See 

Manual,  p.  139,  and  the  text.  Treat  Group  I  very 
thoroughly  before  taking  the  next.  Be  very  careful 
in  constructing  the  columns  to  be  added  not  to  in- 
troduce any  combination  that  has  not  been  treated 
according  to  steps  "A"  and  "B." 

5.  Follow    the   work    in   each   group   with    related   subtraction 


146 

I'XOireises,  i'lnployiiif;  tlw  "iulditive"  metliod.  See  Man- 
ual, p.  140,  and  text  p.  .S7-40,  also  the  exercises 
f^ivcii  ill  cliitptcr  III   \>\    \\;iy  of  illustration. 

APPLICATIONS: 

G.  Continue  the  "nnMihcr  storv"  woik  (see  text,  p.  29-32) 
basin<^  it  on  the  conihiiiations  whieh  have  been 
learned. 

7.  Dictate  many  problems  of  a  practical  kind,  to  supplement 

those  given  in  the  text,  that  will  require  the  children 
to  apply  the  number  facts  learned  to  situations  within 
their  experience.  After  the  proper  combinations 
have  been  learned,  give  such  problems  as  the  follow- 
ing: 1.  By  selling  papers  a  boy  earned  25  cents 
in  the  morning  and  34  cents  in  the  afternoon.  How 
much  did  he  earn  that  day?  2.  A  man  bought  a 
horse  for  $00,  and  a  harness  for  $35.  What  did  both 
cost  him?  3.  A  girl  had  50  cents.  She  spent  26 
cents  for  some  cloth.  How  much  money  had  she  left? 
4.  Fred  has  $55  and  Walter  $23.  How  much  more 
money  has  Fred  than  Walter?  Encourage  the  pupils 
to  make  problems,  using  the  combinations  already 
learned.  If  the  language  form  of  a  problem  is  found 
to  give  particular  difficulty,  several  additional  prob- 
lems should  be  dictated.  Train  pupils  to  look  for  the 
thought  in  a  problem,  to  picture  the  situation  de- 
picted, and  to  determine  what  effect  this  has  upon 
the  quantities  involved.  Never  tell  a  pupil  he  should 
add  or  subtract  in  solving  a  problem,  but  lead  him  to 
see  how  the  quantities  are  related  to  one  another  by 
the  nature  of  the  transaction. 

8.  Give    exercises    in   the   objective    work    in    measures    and 

measurements,  United  States  money,  and  fractional 
parts  as  suggested  by  the  text.  Supplement  where 
needed. 

A  Class. 

(Text— California     State     Series,     "First     Book     in     Arithmetic." 

Limits,   p.   73-115). 

PROCESSES: 

1.  Drill    on    the    writing    and    reading    of    numbers    of    two, 

three  and  four  places. 

2.  Drill  on  the  number   scale  to   120 — counting  through  by 

lO's,  beginning  with  any  number  (written  and  oral). 


147 

3.  Drill  on  a  docaiU'  plus  any  nmiiiicr  less  than  10,  as,  70  ami 

G,  'JO  and  8,  ."JO  and  4.  t-tc 

4.  Review  addition   <rronps    1.   1  and   .5.  ami   leach  groups  4. 

5,    G,    7    and    S.      (See    Manual.    \>.    l.JK    and    the    text.) 

5.  Follow  the  work   in  each  group  with  related  subtraction 

exercises,  employing  the  '"additive"  method.  (See 
;Manual,  p.   140,  and  the  text.) 

6.  Give    the    exercises    in    nuiltiplicatiuii    and    division    sug- 

gested in  the  text.  SupplfiiifMt  with  others  of  a  sim- 
ilar character.  Read  the  directions  given  in  the  text, 
p.  40-42. 

APPLICATIONS: 

7.  Continue  the  work  suggested  in  "B"  class,  topics  0  and  7, 

and  extend  it  to  the  multiplication  and  division  ex- 
ercises which  the  text   for  this  class  calls   for. 

8.  Continue  the  work  of  the  B  class  in  objectifying  meas- 

ures and  measurements,  fractional  parts,  United 
States  money,  and  extend  to  a  brief  treatment  of  sur- 
faces.    See  text  for  suggestions. 

FOURTH   YEAR 

B    Class. 

{Text — California     State     Series,     •'First     Book     in     Aril  Imiet  ie." 

Limits,   p.    115-151). 

PROCESSES: 

1.  If   the   children   of   this   class   are   not    entirely    familiar 

with  the  number  scale  as  .shown  by  ability,  (a)  to 
co\int  by  tens,  beginning  with  any  number;  (b)  to 
know  that  any  iiuniber  and  one  more  gives  the  next 
luunber  in  the  scale:  (c)  to  know  thte  sum  of  a  given 
decade  and  any  nund>er  less  than  10  (see  ^lanual.  p. 
13'2),  give  sutlicient  oral  and  written  drill  to  oli- 
tain  the  recjuired   familiarity. 

2.  Review  the  eight  combination   groups   with   emphasis   on 

constructed  columns.  (See  Manual,  p.  139.)  The 
children  will  be  found  to  know  many  of  the  combi- 
nations contained  in  the  above  groups.  The  teacher 
can  therefore  pass  over  them  rapidly,  though  no 
c<duinns  should  be  given  except  in  accordance  with 
the    suggestion    made    in    the    reference    cite<l. 


148 

3.  Review    ilic    imilt  iplitnl  ion    iiml    division    fuels   taught    in 

Third  Y(Nir,  A  cliiss,  and  extend  to  those  given  in  the 
text  prescribed  for  this  class.  Note  the  suggestions 
given  in  the  text,  p.  40-42.  Multiplication  and  division 
is  the  distinctively  new  work  for  this  year  and  should 
be  mastered  very  thoroughly  within  the  limits  pro- 
scribed. Give  many  exercises  involving  both  exact  anl 
inexact  divisions  in  line  with  the  suggestions  in  th.i 
Manual,  p.   141. 

4.  Give  the  exercises  in  fraction  symbols  suggested  by  the 

text.     Supplement  if  necessary. 


APPLICATIONS: 

5.  Dictate  many  problems  based  upon  the  multiplication  and 

division  facts  learned  and  drawn  as  much  as  possible 
from  the  experiences  common  to  children.  Require 
the  pupils  to  create  such  problems  as  well. 

6.  Give  problems  both  oral  and  written  involving  the  frac- 

tional relations  which  have  already  been  objectively 
presented. 

7.  Continue  the  work  of  the  Third  Year  in  simple  measure- 

ments, United   States  money,  and  surfaces. 

8.  Begin  work  on  the  analysis  forms  as  applied  to  problems 

and  attend  to  the  arrangement  of  written  work. 

In  the  mimeographed  outline  of  suggestions  for 
teaching  arithmetic,  prepared  by  Mr.  Monlux  and  al- 
ready in  the  hands  of  teachers,  is  a  discussion  of  the 
analysis  of  problems  and  suggestions  regarding  the 
arrangement  of  the  written  work  of  the  same.  For 
convenience  of  reference  we  incorporate  here  a  sum- 
mary of  his  suggestions,  as  this  work  should  be  fol- 
lowed up. 

The  Additive  Problem:  A  boy  paid  16^  for  a  book. 
9^  for  a  slate  and  4^  for  a  pencil;  how  much  did  he 
pay  for  all  ?     Explain. 

He  paid  in  all  the  sum  of  IG^',  9(?  and  ■id.  or 
29(^. 

In  more  advanced  work,  the  additions  are  performed 
at  the  left  of  the  page,  or  of  the  space  on  the  board, 
and  the  explanation  at  the  right. 


149 

The  Multiplicative  Problem:  At  2f  eueli,  what  will 
5  pencils  cost?  Explain.  Saiiif  order  of  j)rote(luro  as 
in  addition. 

(a)  Arithmetical  analysis.  (Oral  and  langnage 
work.)  Since  I  pencil  costs  2(!',  5  pencils  will  cost  5 
times  2<^,  or  lO^*. 

(b)  Algebraic  analysis.     (Written.) 
1  pencil=(read,  costs)  2^. 

5   pencils=5x2^,  or   10^. 

(c)  Simple  o[)eration,   (work).     2f 

5 

IdC 

(d)  Declared   result    (lor   simple  examples),    10<?. 

The  first  form  (a)  is  for  oral  analysis  and  for  lan- 
guage work,  and  may  also  be  used  in  all  problems 
where  it  is  desirable  to  know  the  child's  mental  atti- 
tude. 

The  second  form  is  for  the  written  analysis  and  is 
simply   the   visual   expression   of   the   lirst. 

The  second  and   third   forms   may   be  combined   and 
written  side  by  side  when  the  operation    (work)    can 
not  be  performed  mentally. 

Observation:  Tiie  denomination  of  the  required 
answer  must  always  be  written  at  the  right  of  the 
sign    of    equality. 

The  Division  Problem:  If  12  oranges  cost  '.Hi  cents, 
what  docs   1   orange  cost?     Explain. 

(a)  Arithmetical  Analysis.  If  IJ  (nanges  cost  3G 
cents,  1  orange  will  cost  1/12  of  30  cents,  or  3  cents, 
(or,  If  12  oranges  cost  36  cents,  1  orange  will  cost  as 
many  cents  as  12  is  contained  times  in  30  cents,  or  3 
cents).     The    first    form    is   to   be    preferred. 

(b)  Aigchraic   Analysis. 

12  oranges = (cost)   30^. 
1  orange  =  1/I2x30<;'.  or  3^*. 
1/I2x30(,'  is  to  be  read  as  in  (lie  Aritlimetiial  .\naly- 
sis. 

(c)  Operation.         12)36v' 

(d)  DrrlMlc.l    result.         3('. 


150 

All  |)r(il)li'ins  of  analysis  wliother  in  decimals  or 
fractions  are  but  combinations  of  these  simple  forms. 
For   clearness,   liowever,   other   problems   are   given   to 

ilhistralc    methods   of   ari-aiij^cnuMit. 

I.  If  6  qts.  of  berries  cost  18  cents,  what  will  11 
qts.  cost?     Explain. 

(a)  If  6  qts.  of  berries  eo.st  18  cents,  1  qt.  will  cost 
1/G  of  18  cents,  or  3  cents,  and  11  qts.  will  cost  11 
times  3  cents,  or  33  cents. 

(b)  0  qts.  of  berries  =( cost)    ISt*. 

I   qt.  of  berries  =  1/6x18^,  or  3f. 
11    qts.   of  berries  =  llx3^,   or   33<. 

3^^ 

(c)  6)180;         3c         or    (c)    llxl8c=33c. 

~3i         11  ~6 

"33^ 

The  second  form  under  (c)  can  readily  be  deduced 
from  the  second  and  third  equations  in  (b)  above,  and 
it  is  suggested  that  these  equations  be  combined  in 
the   analysis,   especially   in   more   advanced   work. 

II.  If  one  yard  of  cloth  cost  18  cents,  what  will  2/3 
of  a  yard  cost?  Explain.  Forms  of  analysis  the  same 
as  in  the  first  ca5e  for  whole  numbers. 

(b)    1  yd.  of  cloth =18^. 

2/3  yd.  of  cloth=2/3xl8c  or  12c. 

6 
(e)  2xl8<J=12^. 


III.     At    2/3    of    a    cent    each,    what    will    21    apples 
cost  ?     Explain. 

(b)  1  apple=2/3^. 

21   appleS=21x2/3^  or   14(*. 

7 

(c)  21x2^=14<J. 


IV.     At   3   cents   each,  how     many     pears     can     be 
bought  for  39  cents?     Explain. 


151 


(a)  It  3  cents  buys  one  pear,  1  cent  will  buy  1/3 
of  a  pear  and  3'J  cents  will  buy  3!l  times  1/3  of  a 
pear,  or   1:5  pears. 

(b)  3c^(buys)    1  pear. 
I^=^l/3.\1    pear. 

Sil^'^^SDxl/.'JxI    pear,    or    13    [it-ars.    (Employ    tan- 
cellation). 

\'.  "General  Analysis":  If  Jl  slieep  eost  $84,  what 
will    10.5    siieep   lust    at    the   same   rate?      Explain. 

(b)  21    sheep =!^84. 

1   sheep=l/21\.$84. 
105   sheep=lU5xl/21.\i?84,   or  $420. 
$4 

(c)  105\$84=$420. 


21 

VI.  If  3/4  of  a   yard  of  eloth  eosts    18  rents,  what 
will   one  yard  cost?     Explain. 

Analysis    as    in    division    of    whole    numbers. 

(b)  3/4   of  a   yard=l8c. 

1  yard  =  l  x  18^  or  4  x  18<*  or  24f. 

3/4  T 

6 

(c)  4xl8<',  or  24^ 

3"  T~ 

VII.  At  3/4  of  a   cent  each,   how   many   apples  can 
be  bought   for  21   cents?     Explain. 

(b)  3/4f=(buys)    1    apple. 

1^=1x1    apple,   or   4x1    apple  =  4   apples. 

3/4  T  3 

21^=21  X  4/3  apples,  or  2S  apples. 

7 

(c)  21  x4  =  28  apples. 

r  3~ 

VIII.  2/3  of  a   nnmber  i-*    12.   what    is  the  number? 
Explain. 

2/3  of  a  number  =12. 

The  number=lxl2.  or  3/2x12.  or  18. 

27F 


152 

IX.     5/6  of  a  pound  of  prunes  cost   10  cents,  what 
will  3/4  of  a  pound  cost?     Explain. 

(b)  5/6  It)  =  10^. 

1  lb.=6/5xl0^,  or  12^. 
3/4  lb.=:3/4xl2^,  or  9^. 

2 

(c)  6x10^=12^. 

5~  ~T 

3      2 
3x6x10^=9^ 

^  5"  T 


X.     If  2/3  of  a  ranch  cost  $9000,  what  is  the  value 
of  the  ranch?     Of  7/15  of  it? 

(b)  2/3  of  the  ranch=$9000. 

The   ranch=3/2x$9000,   or   $13,500. 

And  7/15  of  the  ranch=7/15x$13,500,  or  $6300. 

4500 

(c)  3x$9000,  or  $13,500. 

2" 

900 
7x$13,500,  or  $6300. 

15 

Or,  7/15  of  the  ranch =7  x  3x  $9000,  or  $6300. 
15  ~2 


Decimals: 


1.  If  a  yd.  of  cloth  costs  $1.20,  what  does  .7  of  a 
yd.  cost?     Explain. 

1   yd.   of  cloth  =$1.20. 
.7  of  a  yd.=  .7x$1.20,  or  $.84. 

2.  If  .9  of  a  yard  of  cloth  costs  $2.70,  what  is  the 
cost  of  a  yard  at  the  same  rate?     Explain. 

.9  of  a  yd. =$2.70. 
A  yard=lx$2.70,  or  $3.00. 

.9 


153 

The  iin(li'rlviii<;  principles  of  dcuoiainato  numbers, 
percentage,  the  6%  method,  profit  and  loss,  stocks  and 
bonds,  etc.,  etc.,  are  easily  developed  by  this  method 
of  explanation  and  the  examples  under  each  easily 
solved,  if  the  previous  work  has  been  faithfully  done. 

Analysis  involving  several  elcmenis  corresponds  to 
several  problems  in  actual  life,  and,  like  compound 
proportion,  has  become  obsolete. 

Some  Illustrations: 

1.     Find  2/5%   of  16.     Explain. 

(a)  100%  of  the  number=lG. 

1%  of  the  number=l/100xl6. 
2/5%  of  the  number=2/5x  1/100  X  16,  or  .064. 

(b)  2x1x16=87,  or  .064. 

~5    lOO"        125 

or,     16 
.00  2/5 


.064 

2.  240  is  G7o   of  what   number?     Explain. 
6%   of  the  number =240. 

1%  of  the  number=  1/6x240. 

The  number = 100  X  1/6x240,  or  4000. 

Or,    .06  of  the  number  =  240. 

The  number=l  x240,  or  4000. 

Too 

3.  By  discount ing  a   note  at   IK'r,  I  received  .$S!0.10 
for  it.     Find  its  face.     Explain. 

100%  of  the  note=the  face. 

11%  of  the  note=the   di.scount. 

89%  of  the  note  =  procec(ls    (amt.    received). 

897o  of  the  note  =  .$80.10. 

1%  of  the  not e= I  X  .$80.10.  (Pupils      should 

89        learn  to  omit  second  step). 
100%   of  til.'   note:    l()(t\  1  \.'?S0.lO,    or   $00. 

1(9 
Or,    .89    (of   the   note)  =$80.10. 
The  note=lx$80.10,  or  $90. 


154 


4.  A  tax  follcclor  rriiiittcd  .$2H4r).9r)  aftor  deduct- 
in<i  his  commission  of  3%  for  (•ollcftiii^'.  Wliat  sum 
did  lie  colleft  ? 

'J'lic  Slim  Remitted  is  '.)7Vc  of  the  sum  collected. 

97%   or    .97  of  the  sum  collccted=$2846.95. 

The  sum  collected =$2846.95,  or  $293.5. 


.97 

In    all    of    this    work    the    common    fractional    forms 
and  the  decimal   are  interchangeahle. 

A  Class. 

(Te.xt — California    State    Series,    "First     Book     in     Arithmetic." 

Limits,   p.    151-188.) 

PROCESSES: 

1.  See  Fourth  Year,  B  Class,  topic  1. 

2.  Review    the    eight    combination    groups    with    emphasis 

on  constructed  columns.  The  children  will  be  found 
to  know  many  of  the  combinations  contained  in  the 
above  groups.  (See  Manual,  p.  139.)  The  teacher 
can  therefore  pass  over  them  more  rapidly,  though 
no  columns  should  be  given  except  in  accordance  with 
the  suggestions  made  in  the  reference  cited.  If  that 
degree  of  accuracy  and  rapidity  in  addition  be  ob- 
tained which  children  should  have,  systematic  drill 
must  be  continued  throughovit  the  entire  school  course. 

3.  Review   the   multiplication    and    division     facts    already 

learned  and  extend  to  those  in  the  text  prescribed. 
Note  the  suggestions  in  B  Class,  topic  3.  Take  up  the 
long  division  form.  The  teacher  should  familiarize 
herself  with  the  suggestions  regarding  long  division 
in  the  text,  p.  178-183  and  in  the  Manual,  p.  141. 

4.  Review    the    fractional    relations    and    forms    learned    and 

extend. 

APPLICATIONS: 

5.  Take   the   problems   involving   the   four   operations   given 

by  the  text  and  supplement  where  needed.  Give  at- 
tention in  the  written  work  to  the  form  of  state- 
ment. That  suggested  by  the  text  is  good.  (See 
suggestions  in  Fourth  Year,  B  Class,  topic  8). 

6.  Give   problems    drawn    from    life    applying   the    facts    of 


155 

long  and   s(|ii;Uf   nicasuif.   wliiili   are  jirt'siiiiied   Ijv   tliis 
time  to  liave  been  developed. 
7.     Continue    the    use   of   syniltois    tu    rc|irfM'iit    .-.inipie    frac- 
tional ielation>. 

I'pon  (•oinj)letin{^  the  year's  work  tiie  i)upils  should  have  ac- 
quired the  ability  (a)  to  read  and  write  numbers  within  six 
places;  (b)  to  use  the  four  processes  accurately  and  with  a  fair 
degree  of  rapidity  within  tlie  Held  of  integers;  (c)  to  solve  jjrob- 
lems  within  the  range  of  llieir  experience  involving  these  pro- 
cesses; (d)  to  handle  the  facts  of  denominate  numbers  contained 
in  Chapters  III  and  IV  of  this  text;  (e)  to  use  the  simple  frac- 
tional forms  studied  in  Chai)ters  111  and  I\'  and  to  exjiress  them 
in  terms  of  higher  and  lower  diMiominations. 

FIFTH   YEAR 

B  Class. 

(Text — California     State     Series,     "First     Hook     in     Arithmetic." 

Limits,  p.   188-211    and   p.   227-231.) 

PROCESSES: 

1.  Keview   the   eight  combination   groups   with    emphasis   on 

constructed  columns.  (See  Manual,  p.  13!t.)  The 
children  will  be  found  to  know  many  of  the  combina- 
tions contained  in  the  above  groups.  The  teacher  can 
therefore  pass  over  them  rapidly,  though  no  columns 
sliould  be  given  except  in  accordance  with  tlic  sug- 
gestions made  in  the  reference  cited. 

2.  Give   a   thorough    drill   on   the   multiplication    tables   ami 

apply  to  written  exercises  of  two  and  three  places. 

3.  (Mve    a    thorough    drill    in    long    division    with    two  place 

divisors.      (See   Manual,   p.    141.) 

4.  Teach   the  processes  operating  on    fractions  as  suggested 

in    the   text    prescribed. 

5.  Teach    the    reading   and    writing   of   decimal    fractions   of 

two  and  three  places.  As  soon  as  the  pupils  have 
actpiircd  skill  in  this,  dictate  exercises  for  practice  in 
addition  and  subtraction  of  the  same.  (See  text  p. 
227-231.) 

APPLICATIONS: 

ti.     Apply    the    processes    learned    and    operating    on    integers 
and   fractions,  to  problems  suggested  by  the  text,  sup- 


156 

]il('iiH'iitiiig  llie  same  by  problems  inadc  Ity  the  teaelier 
or  obtained  from  other  sources.  Do  not  give  problems 
wliich  serve  gymnastic  purposes  only.  (See  Fourth. 
Year,  ]}  Class,  topic  8.) 

7.  Review   the  facts   of  the   following  eriuivalents: 

lbs. — tons  sq.  ft.-sii.  yds. 

pints — quarts  sq.  in. — sq.  ft. 

quarts — gallons  hrs. — days 

inches — feet  ozs. — lbs. 

feet — yards  min. — hours 

cents — dollars  days — weeks 

Give  oral  and  written  exercises  and  problems  involv- 
ing the  use  of  the  above  equivalents. 

8.  Present  the  area  of  the  rectangle  and  give  many  simple 

exercises  in  the  application  of  this  notion.  (See  text 
p.  226).  Have  the  work  in  applying  this  notion  real; 
that  is,  have  the  children  determine  the  area  of  vari- 
ous rectangular  objects  about  the  room  and  building. 

A  Class. 

(Text — California    State    Series,    "First    Book    in    Arithmetic." 

Limits,  p.   212-256.) 

PROCESSES: 

1.  See  Fifth  Grade,  B  Class,  topic  1. 

2.  Give   a   thorough   drill   on   the   multiplication   tables   and 

apply  to  exercises  involving  decimals,  after  the  idea 
of  pointing  off  has  been  given. 

3»  Give  drill  in  long  division  with  two-place  divisors.  (See 
Manual,  p.  141.)  Apply  to  exercises  in  the  di- 
vision of  decimals.  (See  suggestions  in  the  Manual, 
p.  143.) 

4.  Give  thorough  drill  on  the  processes  operating  in  frac- 
tions. Review  carefully  and  extend  the  work  done  in 
the  B  Class  on  fractions.  If  you  find  the  children 
weak  in  their  operations  in  this  field  go  back  to  the_ 
elements  and  give  thorough  drill.  Children  always 
have  less  difficulty  with  the  applications  of  fractions 
than  with  the  mechanical  processes  themselves,  there- 
fore more  drill  is  required  on  the  latter  than  on  the 
former.  For  exercises  involving  various  operations 
draw  on  assignment  for  B  Class  and  from  supplement - 
arv    texts. 


157 

5.  The  lield   of  decimals   is   the  only   distiiiclivcly    new   \V(jrk 

of  this  chiss.  After  developiiif,'  a  coiueption  of  deci- 
mals (see  text)  teacJi  the  n'adiii<i  and  writing  of  deci- 
mals, also  the  operations  of  niiiltipiic-ation  and  divis- 
ion of  detiniais.  Tlirou<ili  carefully  graded  exercises 
lead  the  child  naturally  from  the  work  which  he  has 
been  doing  in  common  fractions  to  the  necessary  work 
with  decimal  fractions.  Emphasize  in  this  treatment 
the  close  relatioiishij)  between  the  ilecimal  and  the 
common  forms  and  secure  tlie  realization  by  the  child- 
ren that  "decimals"  is  not  a  separate  l)ranch  of  arith- 
niotio,  bill   mcioly  a  special  case  of  common   fractions. 

APPLICATIONS: 

6.  Review  and  continue  the  work  of  the  1>  (lass  outlined  in 

'"Applications." 

7.  In   applying   the    processes    in    fractions   and   decimals    to 

problems,  draw  much  of  your  data  from  such  topics  as 
the  following:  Scale  drawings  of  familiar  things 
(houses,  boxes,  rooms,  manual  training  models,  town 
sites,  ranches)  and  from  statistics  regarding  lumber- 
ing, rainfall,  irrigation,  mining,  growth  of  population, 
cost  of  iiKiiiitenance  of  schools,  etc.,  in  the  State  of 
California.  Topics  such  as  these  will  give  all  the 
drill  in  the  application  of  the  fundamental  operations 
with  fractions  and  decimals  that  problems  of  the  text 
book  type  will  give,  besides  they  arouse  greater  in- 
terest on  the  part  of  the  children,  because  they  deal 
with  real  situations.  Because  they  do  deal  with  af- 
fairs and  activities  of  the  present  they  are  superior 
to  the  usual  text  book  problems  in  preparing  the 
cliiidrcn  for  the  life  they  must  live  after  leaving 
school. 

8.  Bills  and  Accounts   (see  text.  [).  TT-i.").!).     'Ihere  is  hardly 

a  phase  i>\  aritlnnctic  of  greater  practical  value  to 
children  liuui  this.  Without  attempting  to  make 
book-keepers,  which  is  mtt  within  the  |)rovince  of  the 
elementary  school,  yet  there  is  much  information  of 
a  general  character  which  ought  to  be  taught  sug- 
gested by  this  tojiic.  The  child  shouhl  know  how  to 
keep  a  household  expense  account,  a  cost  account, 
how  to  make  out  a  bill  of  sale  and  to  receipt  tlie 
same,  how  to  open  a  checking  account  at  the  bank 
and  liow  to  draw  checks  i.ii  the  same.     It    is  important 


158 

ill  tliis  coimcct  ion.  too.  t  luU  he  know  ahout  tlie  vari- 
ous ways  of  .sendiufi  luoiif y — ahoiit  postofiite  money  or- 
ders, express  money  orders,  registered  letters,  tele- 
gi'aphic  transfers,  bank  drafts,  etc.  It  is  not  advisa- 
ble to  cover  exhaustively  this  topic  in  the  Fifth  Grade, 
but  a  start  as  indicated  in  the  text  should  be  made 
and   followed   up   and   amplified   in   the   higher   grades. 

9.  Keview  and  amplify  work  suggested  in  topic  7,  B  Class, 

Fifth  (irade.  Memorize  equivalents  therein  given.  In 
this  connection  build  up  in  the  child's  mind  a  visual  image 
of  the  common  units  of  measiu-e  referred  to.  As  a 
result  of  this  kind  of  work  children  should  be  able  to 
recognize  a  gallon  can,  a  quart  bottle,  and  to  tell 
whether  a  dish  will  hold  a  pint  or  not.  They  should 
heft  packages  of  different  weight  and  compare  with 
a  pounds  unit.  They  should  have  a  good  mental  image 
of  an  inch,  a  foot,  a  yard  and  be  able  to  estimate  dis- 
tances in  these  terms  with  fair  accuracy.  Similarly 
with  the  other  units  which  are  in  general  and  common 
use,  a  working  image  of  the  unit  should  be  established 
through  frequent  use  in  making  estimates. 

10.  Continue  the  work  of  analysis  as  suggested  in  Fourth 

Year,  B  Class,  topic  8. 

SIXTH  YEAR 

B  Class. 

(Text — California   State   Series.     "Grammar   School   Arithmetic." 

Limits,   p.    108-198). 

PROCESSES: 

1.  See  Fifth  Grade,  B  Class,  topic  1. 

2.  Review  multiplication  and  division  in  integers,  fractions, 

and  decimals.  Insi.st  in  all  this  work  that  no  dawd- 
ling be  permitted.  Quick,  snappy  work  for  but  a  short 
time  if  recurring  with  regularity  will  soon  give  highly 
satisfactory  results. 

3.  Give  much  drill  in  the  processes  of  fractions.     Emphasize 

fractional  and  decimal  equivalents.  Have  about  twenty 
of  the  most  commonly-used  equivalents  memorized  be- 
cause of  the  frequency  of  their  use.  These  equiva- 
lent forms  should  be  learned  so  thoroughly  that  the 
mention  of  one  form  immediately  suggests  the  other. 
The  fractions  which  are  in  most  common  use  and 
whose  equivalents  in  the  hundredths  should  be  learned. 


159 

are  the  fulluwiii}.':  1-J.  l-.S.  J-.'t.  .S-4.  If),  'i-").  3-5, 
4-5,  1-6,  5-6,  1-8,  S-S.  5-8.  l-Ki.  1-lJ.  l-li;.  l.-JU,  1--25, 
1-50. 

4.  Extend  tlie  work  of  tlu'   Filtli  (inuic  in  the  reading  and 

writinji;  of  decimals. 

5.  Omit  all  work  in  the  addition,  siihtradion.  imilliplication, 

and  division  of  denominate  numi)er.s  except  that  hav- 
ing to  do  with  the  subtraction  of  dates.  Omit  all 
work  in  the  metric  system. 

6.  Teach  thoroughly  the  te.sts  for  determining  when  a  given 

number  is  divisible  by  '2.  5.  3,  and  10.  (See  text,  p. 
74-77.) 

APPLICATIONS: 

7.  The  problems  given  in  the  limits  set  for  this  class  in 
the  text  for  tlie  most  part  liave  to  do  with  fractions 
and  decimals  and  for  the  most  part  are  good  and 
should  be  solved  by  the  class.  In  addition  the 
supplementary  te.xts  should  be  drawn  on  for  ma- 
terial. For  a  scource  of  further  material  in  this 
connection  see  suggestions  for  Fifth  Grade,  A  Class, 
topic  7.  In  handling  text  book  problems  there  are 
two  big  difficulties  which  present  themselves  to  the 
child.  1.  The  difliculty  of  determining  what  mechan- 
ical operation  or  operations  the  j)roblein  involves. 
2.  The  (lilliculty  of  performing  the  mechanical  opera- 
tion after  its  character  is  determined.  In  other 
words  the  child  has  first  to  determine  what 
operations  are  to  be  used  to  secure  the  solution, 
and  second,  he  nuist  accurately  perform  the  mechan- 
ical work  of  the  operation.  If  he  has  carried  the 
drill  on  the  processes  to  a  point  where  these  processes 
have  become  automatic,  whidi  is  the  .sole  purpose  of 
such  a  drill,  then  he  can  center  his  attention  wholly 
on  the  determination  of  the  operations  involved  in 
the  problem.  If  work  on  tlie  proces^^es  has  been  well 
done  very  much  of  problem  work,  therefore,  can 
properly  stop  with  tlu*  aiuilysis  of  the  ])roblein  and 
the  indicating  of  the  processes  involved  without  work- 
ing out  the  operations  suggested.  This  gives  much 
time  which  will  enal)le  the  teacher  to  get  before 
the  class  for  oral  and  wiitii-n  discussions  a  vastly 
greater  number  i>f  problems  t  linn  is  ordinarily  d<uie 
in  practice. 


160 


Tlie  dillitulty  wliidi  tlie  cliild  has  in  correctly 
analyzing  problems  is  due  to  various  causes:  He  may 
not  read  the  problem  correctly,  he  may  not  understand 
some  of  the  words  or  terms  used,  his  experience  may 
not  have  laid  the  basis  for  an  imaging  of  the  situa- 
tion presented  by  the  problem,  but  most  frequently 
his  inability  to  think  straight  grows  out  of  the  fact 
that  he  has  never  been  given  a  method  of  attack. 
He  gets  on  the  first  train  .  that  comes  along 
without  asking  where  it  is  he  wants  to  go.  The  habit 
should  be  fixed  in  this  connection  of  segregating 
the  things  given  in  the  problem  from  the  thing  to 
be  found.  When  he  has  clearly  before  him  the  end 
to  be  reached  and  also  the  data  to  be  used  to  reach 
the  end.  he  has  already  gone  more  than  half  way 
in  understanding  and  in  solving  the  problem.  In- 
sist then  that  in  each  problem  considered  the  child 
states  in  some  clear  way  what  is  to  be  found  and 
what   is   given.     To  illustrate:  '   , 

"My  gas  bill  is  2.5%  higher  this  month  than  last. 
It  is  $4.50  this  month;  what  was  it  last?" 
To  find:     Amount  of  last  month's  bill. 
Given:      Amount    of    bill    for    this    month,    $4.50. 
This  bill  25%   higher  than  that  of  last  month. 
Gas  bill  last  month   100%  of  itself. 
Gas  bill  this  month  25%  greater. 
Gas  bill  this  month  is  125%   of  last. 
Then  $4.50  equals  125%  of  required  bill. 

".34  of  a  farm  of  185.4  acres  is  woodland,  .24  of  it 
is   pasture,   and   the   remainder   farming  land. 
To  find:     Number  of  acres  in  farming  land. 
Given:     A  farm  of  185.4  acres. 
.34    of    it    is    woodland. 
.24  of  it  is  pasture. 
Eemainder    is   farming   land. 
185.4  acres— [(.34x185.4  acres)    +    (.24x185.4  acres)] 
=  acres  of  farming  land. 

Another  point  to  be  observed  in  handling  work  in 
problems  is  to  encourage  and  even  insist  upon  some 
kind  of  objective  or  diagrammatic  representation  of  the 
child's   thought   of   the   problem.      By    so   doing   the 


161 


child  learns  (juickly  to  sci-  iiioic  ck-ariy  the  relations 
which  obtain  in  the  problem.  Take  for  illustration 
the  problems  just  referred  to.  The  relations  in  the 
first  could  be  expressed  in  some  such  fashion  as  this: 

Gas  bill  this  iiii>tith,  or  i^AJtO. 


10. 


Kill' . 
Last   month's   bill 

S) '  1 

•'?4..;()   is    \17)':,    oi'   la>l    inuiitirs   Kill. 

And  the  second  expressed  visually  as: 

IS."). 4   ncrcs   ill    farm. 


Wood 

.:{4 

I'astiue 
.24 

Fannin;: 

With   a   little   practice   children    soon   get    aide    to 
.([Uickly  and  clearly  express  tlie  relations  whicii   ob- 
tain   in    almost    any    problem.      (See    suggestions    in 
Fourth   Year,  R  Class,  topic  S. ) 

Extend  the  work  on  Bills  and  Accounts.  iSec  Fifth 
Grade,  A  Class,  topic  8.1 

Secure  material  from  business  houses.  I'rocure 
also  the  neces.sary  blank  forms  to  make  methods  of 
handling  transactions   perfectly  clear. 

Review  and  extend  tlie  work  of  the  Fifth  Year  in  the 
area  of  the  rectangle.  (See  topic  s.  Fifth  Year, 
B  Class.) 

Continue  tlic  work  suggested   in   topic  7,   Fifth    ^  ear, 
B  Class,  and  memorize  the  tables  of  measures  which 
are  given   in   the  text,  p.    irjO-lltS.  after   making  the 
following  ehaiiges: 
Omit  the  metric  tables. 
t)mit  eagles  and  half-eagles. 
Omit  4  gills  =   1  pint. 
Omit  the   whole  of  "Dry"   measure. 
Add   17tJ0  yards   =    1    mile. 

Learn  the  e(|uivalent  of  1  pniiiid  nf  Knglis'h  money  as 
$4.87. 


162 

Learn  the  equivalont  of  1  shilling  as  2o  cents. 
Learn  the  equivalent  of  1  franc  as  20  cents. 
Learn  the  equivalent  of  1  mark  as  24  cents. 
11.     Continue  the  work  suggested  in  topic  10,  Fifth  Year, 
A  Class. 

A   Class. 
Text — California   State   Series,   '"Granimar   School   Arith- 
metic."    Limits,   p.    199-228.) 

PROCESSES: 

1.  Teach    the    eight    addition    groups.       (See    Manual,    p. 

139.)  Place  much  emphasis  upon  the  columns 
constructed  to  exemplify  the  same.  The  children 
will  find  that  they  know  many  of  the  combinations 
and  they  can,  therefore,  pass  over  them  more  rap- 
idly than  can  the  children  of  the  lower  grades. 

2.  Continue   snappy   work   in   multiplication   and   division 

of   decimals. 

3.  Give  much  drill  in  the  processes  with  fractious.     These 

processes  should  become  reflexes  in  this  class.  Em- 
phasize fractional  and  decimal  equivalents  and  have 
those  memorized  which  are  suggested  in  Sixth  Year, 
B  Class,  topic  3. 

4.  See  that  the  children  can  read  and  write  any  decimal 

of  four  places  and  any  combination  of  whole  num- 
ber and  decimal,  the  whole  number  not  exceeding  six 
places  and  the  decimal  four. 

APPLICATIONS: 

5.  The  important   work  of  this  grade  is  the  beginning  of 

the  work  in  percentage.  Good  work  later  in  per- 
centage depends  entirely  upon  the  care  with  which 
the  topic  is  presented.  The  text,  p.  199-228,  sug- 
gests one  line  of  inductive  work.  However,  even 
before  this  is  begun  we  think  it  advisable  to  spend 
some  time  in  work  which  is  even  more  elementary 
still  and  which  is  directed  particularly  to  bringing 
the  child  to  tlie  realization  that  percentage  and 
decimal  fractions  and  common  fractions  are  in  real- 
ity but  different  names  for  one  and  the  same  thing. 
There  is  no  use  telling  him  this,  but  he  must  be 
led  to  see  it  for  himself,  and  that  bv  wav  of  care- 


163 

fully  arranged  exercises.  Some  sikIi  inductive  se- 
ries as  the  following  may  he  found  of  value  in  de- 
veloping the  above  idea: 

Oral  Work: 

(a.)  $2  is  what  part  of  $8?  6  husiiels  is  what  part  of 
12  bushels?  8  hours  is  what  part  of  24  hours?  $0  is 
what  part  of  $12?  4  yards  is  what  part  of  10  yards? 
9  bushels  is  what  part  of  81  bushels?  12  weeks  is 
what  part  of  48  weeks?     etc. 

(b.)  $9  is  what  part  of  $12?  $8  is  what  part  of  $18? 
$10  is  what  part  of  $25?  15  inches  is  what  part  of 
25  inches?  25  inches  is  what  part  of  40  feet?  35 
inches  is  what  part  of  50  inches? 

(c.)  $7  is  what  part  of  $9?  $8  is  what  part  of  $9?  $11 
is  what  part  of  $21?  16  bushels  is  what  part  of  19 
bushels?  26  inches  is  what  part  of  33  inches? 
76  feet  is  what  part  of  99  feet?  112  rods  is  what 
part     of  131  rods? 

(Continue  this  line  of  work  until  your  children 
have  no  further  need  of  it.  Expect  the  children, 
each  time,  to  give  you  the  fraction  which  expresses 
the  relation  unreduced  and  then  in  lowest  terms, 
as  $9  is  9-12  of  it;l2  or  .3-4  of  *12.) 

Written  Work: 

Send  the  class  to  the  board  ami  write-in  rapidly  the  writ- 
ten form  for  the  exercises  whidi  have  just  been 
given  orally. 

(a.)     The  part  $6  is  of  $12=6-12  or  1-2. 
The  part  $2  is  of  $6= 
The  part  8  hrs.  is  of  24  hrs.= 
The   part   9  bu.   is  of  81    bu.= 
The  part    12  weeks  is  of  48  weeks  = 
The  part   4  yards  is  of   16  yard3=: 
The  part   5  bags  is  of  25  bags= 

(b.)     The  part  $9  is  of  $12  =  9-12  or  3-4. 
The  part  $8  is  of  $18= 
The  part  $10  is  of  $26= 
The  part   IS   in.   is  of  24  in.^= 
The  part  25  ft.  is  of  40ft.  = 
The  part  24  yds.  is  of  1(H»  yds.= 


164 

(Continue    this    work    if    the    cliihlren    cannot    in- 
stantly write  the  correct  fractional  forms.) 

Oral   Work: 

(a.)  2-2  of  an  apple  are  efjuivalent  to  how  many  hun- 
dredths of  it?  (Illustrate.)  5-5  of  it?  4-4  of  it? 
9-!)  of  it?  15-15  of  it?  83-83  of  it?  76-76  of  it? 
25-25  of  it?     etc. 

(State   why   in   each   case.) 

(b.)  1-2  of  an  apple  is  equal  to  how  many  hundredths  of 
it?  1-9  of  it?  1-5  of  it?  1-10  of  it?  1-3  of  it? 
1-6  of  it?  1-8  of  it?  1-6  of  it?  1-8  of  it?  1-7  of 
it?    etc.     (State  why.) 

(e.)  3-4  of  an  apple  is  equivalent  to  how  many  hun- 
dredths of  it?  2-5  of  it?  7-10  of  it?  8-25  of  it? 
9-50  of  it?  12-20  of  it?  15-50  of  it?  9-10  of  it? 
etc.     (State  why.) 

Written  Work: 

Send  the  class  to  the  board  and  have  them  fill  the  fol- 
lowing blanks  with  equivalent  hundredths  expressed 

in  fractional   form. 
(a.)      2-2  of  an  apple= of  it. 

3-3  of  an  apple= of  it. 

4-4  of  an  applet of  it. 

9-9  of  an  apple= of  it. 

15-15  of  an  apple= of  it. 

83-83  of  an  apple= of  it. 

76-76  of  an  apple= of  it. 

34-34  of  an  apple= —  of  it. 

(b.)       1-2  of  an  applet ^  of  it. 

1-4  of  an  apple= of  it.        ' 

1-5  of  an  apple := of  it. 

1-10  of  an  apple= of  it. 

1-3  of  an  apple= of  it. 

1-6  of  an  apple= of  it. 

(c.)       1-12  of  an  applet of  it. 

2-5  of  an  apple= of  it. 

2-10  of  an  apple= of  it. 

8-25  of  an  apple= of  it. 

9-50  of  an  applet of  it. 

Written  Work: 

(a.)     Have  children  write  following  decimals  on  board  and 


165 


express   them   as   common   fractions,   then   reduce   to 
lowest   terms,   as: 
.50=50-100  or  1-2. 


.50 

.60 

.20 

.63 

.75 

.30 

.10 

.77 

.40 

.90 

.15 

.81 

.70 

.84 

.33 

.29 

.32 

.16 

.27 

.31 

.18 

.25 

.46 

.15 

(b.)  Write  the  decimals  which  are  equivalent  to  the  fol- 
lowing fractions,  as:    i/,=.50. 

1-2,  1-3,  2-3,  3-4,  1-5,  2-5,  3-5,  4-5,  1-6,  5-6.  1-8.  3-8. 
5-8,   1-10,   1-12,   1-16,   1-20,   1-25,   1-50. 

(c.)  Memorize  the  decimal  equivalents  of  the  above  frac- 
tions if  not  already  done.  (See  topic  4,  Sixth  Grade. 
B  Class.)  At  this  point  children  an-  ready  to  have 
it  said  to  them  that  it  has  been  found  in  practice 
that  it  is  much  easier  to  work  with  hundredths  than 
with  any  other  fraction,  so,  since  it  is  used  so  much, 
mathematicians  have  {.'iven  it  the  special  term 
per  cent.  Instead,  then,  of  sayinjr  that  4  is  50-100 
of  16  we  may  say  it  is  5()  per  cent  of  16  or  50% 
of   16. 


Written  Work: 


(a.)     Write  first  with  per  cent  si<rn  tlien  as  a  decimal  frac- 
tion, as  8-100,  87o   or  .08. 

8       75       20       14       Xi       11       40         6       60 

Too  100  100  100  100  100  Too  lOO  100^ 
50   12    6   25   18   13   45   16   13 

Too   100  Too  Too  Too  Too  Too  Too  Too 

(b.)     Write    first    as    common    fractions    then    as    decimal 
fractions,  as  10%  =  10-100  or  .10. 
10%         25%         64%  12   1-2% 

15%         20%         53%         33  1-3% 
3%         50%  2%         10  2-3% 

5%         75%         45%         66  2-.S'; 
(c.)      Write  as  common   fiiutioiis.  as,  .3  =  3-10. 
.3  .25  .7  .09 

.5  .14  .04  .85 

.16  .7;')  .65  .01 

.33  3.1  2.2.")  I.tt3 


166 

(d.)     Have  children  write  following  columns  on  the  board, 
putting  in  answers: 


(1) 

(2) 

(3) 

(4) 

16  2-3%  of 

14 

2-7% 

of 

11 

1-9%  of 

25%  of 

6 

28 

36 

40 

36 

21 

90 

24 

60 

35 

54 

16 

66 

14 

72 

4 

96 

42 

18 

84 

12 

49 

81 

124 

42 

70 

180 

144 

120 

77 

1800 

120 

240 

84 

27 

152 

300 

140 

270 

Oral  Work: 

5  is  what  part  of  15?  What  per  cent?  of  25?  of  35? 
of  50?  10  is  what  part  of  70?  ^Vhat  per  cent?  of  25? 
80?  16?  24?  12  is  what  part  of  96?  what  per  cent?  of  18? 
36?  30?  100?  20  is  what  part  of  75?  What  per  cent? 
of  40?  50?  33?  36?  30  is  what  part  of  66?  What 
per  cent?     of  40?     50?     33?     36?     etc. 

At  this  point  teacher  must  give  children  a  method  for 
changing  a  fraction  of  a  thing  to  equivalent  hundredths  of 
it  where  it  cannot  be  resolved  by  inspection.  Take  an  ex- 
ercise as:  "Change  14-17  of  an  acre  to  equivalent  hun- 
dredths of  an  acre."' 

Explanation,  Work. 

17  100  .82  6-17  or  82  6-17% 


17of  the  acre  =  100  or  the  whole.         17.)  14  .  00 
1  1         100  13    6 

17  of  the  acre  =17  of  100  of  it.  40^ 

14  1         100  34 

17  of  the  acre  =  14X  17  of  Too  of  it.  ~6 

1 

=  14x17  of  1.00 
14.00 


=  17 

=  .82  6-17  or  82  6-17% 


167 

Do  not  insist  that  the  childifii  ifineniber  the  explana- 
tion, for  they  will  not,  but  do  insist  that  they  per- 
form the  operation  and  tliat  in  the  doing  of  it 
they  fix  their  decimal  point  properly.  (See  !Muiiual, 
p.   143.) 

Send  the  children  to  the  board  and  dictate  the  following 
exercises,  requiring  the  children  in  each  case  to 
find  tlie  equivalent  hundredths  and  express  decinuiliy: 

13         16         25         18        23         19         19        53 
75*       31       TT      ~97~      "oT      1>r     "so"     ~63.    etc. 
Give  enough  of  this  to  secure  accuracy  and  rapidity. 

The  children  ought  now  to  be  ready  for  oral  and  writtt-n 
problems  involving  fractional  relations  and  expressi'd 
in  terms  of  hundredths.  The  text  should  be  drawn  on. 
also  problems  which  involve  the  percentage  idea 
should  be  drawn  from  other  sources  as  well.  In 
selecting  your  problems  take  only  those  which  are 
simple  and  practical  and  which  deal  with  those  situ- 
ations and  relations  which  everybody  should  know 
and  about  which  pupils  and  teachers  can  think  and 
talk  in ,  a  simple,  natural,  ordinary  way.  Make 
no  use  of  the  technical  terms  '"base."  'rate,"  and 
"percentage,"  as  no  occasion  arises  for  their  use, 
neither  make  mention  of  the  so-called  "cases"  of 
percentage,  for  this  distinction  arises  nowhere  out- 
side the  pages  of  the  older  texts. 

In  this  connection  take  thoroughly  the  chapter  in 
the  text  on  aliquot  parts,  "i).   l!i9-2ir>. 

6.  Review  the  work  of  the  preceding  class  in  denominate 
numbers.  (See  text,  p.  Ii50-198.)  However,  do  not 
take  the  elaborate  work  in  the  reduction,  ascemling 
and  decscending.  therein  given.  Sucli  work  l>eyond  two 
or  tlirec  ])iuces  has  no  value. 

Eliminate,  too,  all  w<irk  in  the  addition,  multi- 
plication and  division  of  <lenominate  numbers.  Lim- 
it subtraction  to  the  subtraition  of  dates.  .Mem- 
orize, however,  after  proper  development  the  equiv- 
alents which  are  commonly  u.sed.  See  Sixth  Year. 
B  Class,  topic  10.  Most  problems  in  denominate 
numbers    should    be    limit ed    to    two    denominations 


168 

and  worked  orally.  Use  mental  arithmetic  and 
make  up  problems  from  common  experience. 

SEVENTH    YEAR 

B  Class. 
(Text — California    State    Series,    Grammar    School    Arithmetic." 
Limits,  p.  216-295.) 

PROCESSES: 

1.  Teach    the    eight    groups    in    column    addition.       (See 

Manual,  p.  1.39.)  Give  thorough  drill  in  ad- 
dition in  accordance  with  the  suggestions  given  in 
the  reference  cited.  ,  Children  here  should  acquire 
a  high  degree  of  accuracy  and  fair  rapidity. 

2.  Give   some   drill   in   the   writing   and   reading   of   num- 

bers, whole  numbers  and  decimals. 

3.  Give    some    snappy    drills    in    multiplication    and    long 

division  for  accuracy  and  rapidity. 

4.  Make    the    principal    work    of    this    class,    so    far    as 

processes  go,  those  operating  on  fractions  and  deci- 
mals. Confine  the  work  to  simple  exercises  but  in- 
volving all  four  of  the  fundamental  operations. 
Have  much  oral  w'ork  with  the  fractions  which  are 
of  most  frequent  use  in  business  circles.  In  this 
work  eliminate  all  fractions  whose  numerators  and 
denominators  express  impossible  magnitudes. 
See  that  work  is  done  in  a  quick,  snappy  fashion. 
Insist  on  neatness  in  all  written  work,  but  not  at 
the  expense  of  rapidity.  Children  of  this  age  and 
grade  should  work  rapidly,  yet  neatly  and  accu- 
rately. 

APPLICATIONS: 

5.  The  important  work  of  this  class  is  the  extension  of 

the  work  of  the  Sixth  Year  in  percentage  and  its 
application  to  general  business  practices.  (See  sug- 
gestions. Sixth  Year,  A  Class,  topic  5,  also  Fourth 
Year,  B  Class,  topic  8.)  Omit  the  most  difficult 
problems  given  in  the  text  and  substitute  in  their 
stead  problems  drawn  from  industrial,  scientific  and 
social  activities  of  local  and  general  interest.  Such 
topics  as  the  following  may  be  suggestive: 


169 

Population  of  Los  Angeles  and  rate  of  growth. 

Chinese  population  of  California  a^  compared  with  the 
whites,  also  the  Chinese  and  Indian.  illiterateB  as 
compared  with  those  able  to  read  and  write,  crop 
comparisons,  weather  statistics  and  comparisons, 
cities  of  the  Pacific  Coast  compared  in  point  of  popu- 
lation and  rate  of  growth,  altitude  of  mountain 
peaks  as  compared  with  those  in  other  states,  etc. 

6.  Interest,  simple  and  compound:  (Text.  p.  2;}6-253.) 
This  topic  is  of  high  value,  as  it  is  necessary  in  all  business 
life  whether  public  or  private.  In  leaving  school 
children  should  be  able  to  compute  the  simple  in- 
terest on  a  note  with  facility  and  accuracy.  Four 
types  are  treated  in  most  texts  whereas  only  one 
is  of  any  practical  value,  i.  e..  the  finding  of  the 
interest  when  the  principal,  rate  and  time  are  given. 
In  short,  children  should  know  what  simple  interest 
is  and  how  it  is  computed,  with  and  without  tables. 
Two  methods  are  pronounced  by  business  men  to 
be  the  best,  but  one  of  which  is  given  in  our  text. 
These  two  methods  are  the  "Cancellation  Method" 
and  the  'Bankers'  Method,"  one  or  the  other  of 
which  (preferably  the  latter)  we  would  suggest  be 
given  after  the  "six  per  cent  method"  (see  text) 
has  been  made  clear. 

To  illustrate  the  methods: 

Required    the    interest    on    $(184.7")    fur    'J    yr.    8    mo. 
24   days   at    S'Tc 

Cancellation  Method: 

8 
$684.75  X  Tun  X  -2= 

8       8 
$084.75  xToOx  12= 

8       24 
$684.75  X  1  OOx  360  = 


Frequently  the  above  equations  can  be  combined  as. 

8     8 
$684.75  X  Too  xT^ 

8       24 
$684.75  X  100  X  360= 


170 


bankers'  Method:  Tliis  mt'tliod  grows  out  of  the 
"six  per  tent"  method  which  must  first  be  under- 
stood. 

1 
$1    for    1    yr.   at   6%=$0.06     for  20  mo.=$0.10  orTiT 

of  principal. 

1 

$1  for  1  mo.  at  6%=  .00.)  for  2  mo.=  .01  or  100 

of  principal. 


1 


1 

$1   for   1    da.   at   6%  =.0006     fo,-  q  (Ir.=     .001  or  1000 

of  principal. 

That   is   to    say    1-10   of   any    principal =interest    on    that 
principal  at  6%  for  a  bunch  of  20  mo.,  1-100  of  any  • 
principal = interest    on    that    principal    at   6%    for    a 
bunch  of  2  mo.,  and  1-1000  of  any  principal  ^interest 
on  that  principal  at  6%  for  a  bunch  of  6  days. 

The   given   time,   2   yrs.    8   mo.   24   days,   by   inspection   i." 
seen  to  equal: 
IVa  bunches  of  20  mo. 
1  bunch  of  2  mo. 
4  bunches  of  6  da. 

Therefore   the    only   expressed   work   is: 

$68.475x11/8= 

$6.8475  X  1     = 

$.68475  X  4     = 


Int.  at  6%,  add  1-3  for  8%. 

Many  oral  problems  and  simple  written  problems  are 
better  than  those  which  are  complex  and  difficult. 
Examine  and  write  out  the  forms  of  notes  and  en- 
dorsements. Take  only  simple  problems  in  partial 
payments  omitting  most  of  these  given  in  the  text. 
Show  in  this  connection  business  papers  such  as 
mortgages  and  mortgage  notes. 

In  this  connection  discuss  the  business  of  a  bank  and  its 
relations  to  other  kinds  of  business.  The  vaults  and 
safety  deposit  boxes.  A  personal  bank  account. 
Checks  and  drafts.     Savings  banks  and  plans.     In- 


171 

terest  charged  on  loans.  Interest  paid  on  deposits. 
The  trustworthiness  of  banks,  bank  inspectors. 
Different  kinds  of  banks,  etc. 

Insurance: 

7.  (Text,  p.  254-259.)     Instead  of  spending  nuuli  tinu-  on 

the  problems  given  in  the  text,  it  would  be  better 
to  give  some  basis  for  understanding  insurance 
through  a  personal  discussion  of  such  topics  as: 
Fire  insurance.  Rates  on  different  kinds  of  property. 
Dwelling  house  insurance.  Life  in.surance.  Endow- 
ment policies,  Annuities,  Options,  E.vaminations  for 
insurance.  Provision  for  families.  The  large  insur- 
ance companies.  Capital.  Mutual  companies  and  as- 
sessments.    Unsafe  companies. 

A  few  simple  problems  will  serve  to  show  the  ap- 
plication of  percentage  to  this  field  of  data. 

Taxes: 

8.  (Text,  p.  259-265.)      Instead  of  giving  many  problems 

in  this  field,  talk  about  the  subject.  Discuss  the 
system  of  local,  county,  and  state  taxes.  The  as- 
sessor and  collector.  Purpose  of  taxes.  Local, 
county,  and  state  officials  and  the  expenses  therefor. 
Public  buildings,  roads  and  bridges,  school  taxes, 
public  works.  Special  assessments.  Bonding  cities 
to  raise  money  for  improvements.  How  the  schools 
of  Los  Angeles  are  supported,  and  how  the  buildings 
are  provided,  etc. 

Bonds  and  Stocks: 

9.  (Text,  p.  280-290.)     This  topic  would  b.-tt.-r  be  omitted 

wholly  unless  the  teacher  is  prepareil  to  conduct  a 
discussion  along  some  such  lines  as  the  following: 
The  organization  of  stock  companies.  Certifi- 
cates of  stock,  dividends,  bonds,  and  interest.  The 
directors  and  officers  of  stock  companies.  The  busi- 
ness of  large  corporations,  as  of  railroads,  mining, 
and  manufacturing  companies.  The  market  for 
stocks  and  bonds.  Newspaper  ({notations  and  fluc- 
tuations. Broker's  commission.  Speculation  in 
stocks. 

A   Class. 
(Text — California  State  Series,  "(Inimmar  School  Arith- 
metic."     Limits,   p.   296-416.) 


172 

PROCESSES: 

1.  Teach     the     eight     addition     groups.       (See     Manual, 

p.  139.) 
Place    much    emphasis    upon    the    columns    constructed    to 
exemplify  the  same.    The  children  will  find  that  they 
know  man}'  of  the  combinations  and  they  can  there- 
fore pass  over  them  rapidly. 

2.  Continue  snappy  work  in  the  four  processes  operating 

on  fractions  and  decimals.  Give  especial  drill  on 
any  phase  of  this  work  which  is  weak. 

3.  Review  the  aliquot  parts  which  have  been  memorized. 

See  Sixth  Year,  B  Class,  topic  .3. 

4.  Review  the  tables  of  denominate  numbers  which  have 

been  memorized.  Give  simple  oral  exercises  in  re- 
ductions. 

5.  Give  enough  drill  in  the  writing  and  reading  of  num- 

bers, decimal  and  whole  numbers,  to  insure  famili- 
arity. 

APPLICATIONS: 

6.  Measurements:      Make    the    chief   part   of   the   applied 

work  of  this  class  center  about  the  measurement  of 
the  common  surfaces  and  solids  referred  to  in  the 
text,  p.  366-408.  The  greater  portion  usually  pre- 
sented in  the  text-books  under  the  caption  "Men- 
suration" is  of  no  practical  value  and  can  well  be 
deferred  until  the  child  reaches  the  high  school  and 
after  he  has  had  considerable  training  in  algebra 
and  geometry.  There  are  some  phases  of  the  work, 
however,  which  people  of  general  information  need 
and  which  should  be  presented  in  the  grades.  The 
essentials  of  this  work  for  the  grades  are  summed 
up  in  the  following  statement,  to  which  the  work 
in  the  seventh  and  eighth  grades  can  well  be  limited: 

Length:  The  circumference  of  the  circle  compared 
to  the  diameter. 

Area:  Of  the  square,  rectangle,  parallelogram, 
triangle,  and  circle. 

Volume:  Of  the  rectangular  parallelepiped  and 
prism. 

We  would  advise  that  all  work  be  omitted  with 
such     forms    as     trapezoids,     trapeziums,     polygons, 


173 

spheres,  coiu-s,  cyliiidt  is.  ami  irustimis  of  cones  and 
pyramids.  We  believe  tliat  the  essi-ntial  truths  re- 
garding these  geonietriiai  tonus  sliould  he  learned 
through  actual  work  with  tin-  luriiis  themselves  and 
not  through  niemori/ing  sets  of  formulae  dognuitic- 
ally  given.  Only  after  the  child  has  had  suHicient 
work  with  the  objects  themselves  to  secure  power  to 
objectify  them  should  he  be  permitted  to  make  state- 
ments in  the  foruj  of  the  foniuila  concerning  the 
truths  worked  out.  Many  a|»i>lications  of  tlie  laws 
learned  should  be  made  to  situations  taken  from  dai- 
ly life.  By  so  doing  a  constructive  review  is  obtained 
which  does  two  things:  (1)  Reviews  the  laws  devel- 
oped and  presumably  learned;  (2)  puts  the  child  in 
closer  touch  with  the  world  about  liin>  by  showing 
him  the  extent  to  which  aritlimetic  is  used  in  the 
atiairs  of  life. 
7.  Beginning  with  this  class  and  continuing  throughout 
the  Eighth  Grade  should  come  a  discussion  of  such 
topics  as  borrowing  and  loaning  money,  the  giving 
of  mortgages,  the  rei|uiring  of  security,  the  renting 
of  houses,  etc. — a  discussion  which  if  handled  intelli- 
gently will  go  far  toward  putting  children  into 
the  possession  of  that  body  of  information  which 
will  enable  them  to  safeguard  their  own  interests. 
To  show  the  need  of  considerations  of  this  sort  as 
well  as  to  show  the  feasibility  of  treating  topii-s 
such  as  these  in  the  school  room,  we  take  one  of 
the  topics  for  brief  discussion. 

Borrowing  and  Loaning  Money: 

Business  men  nuist  borrow  money.  At  some  time  in  regu- 
lar course  of  business  every  lirm  and  corporation, 
with  rare  exceptions,  seeks  assistance  at  the  hands 
of  the  money  lend«'r.  Most  of  the  modern  men  of 
wealth  made  their  entrance  into  the  business  world 
by  supplementing  tlieir  own  savings  with  borro\ve«l 
capital.  John  D.  Ro<'kefeller  began  his  business 
career  by  V)orrowing  several  thousand  dollars  at 
ten  per  cent.  Andrew  Carnegie's  fortune  began  wlien 
he  borrowed  two  hun<lred  dollars  of  a  hn-al  banki-r 
and  with  it  bought  an  interest  in  what  is  now- 
known  as  the  Pullman  sleeping  car  concern.  Charles 
L.      TitVany.      linMider      of      tin-     foremost      jewelry 


174 


house  of  Ainerica.  borrowed  five  iiundred  dollars  to 
open  a  little  ston-.  John  'Wananiaker  first  dis- 
played his  business  sagacitj'  by  buying  two  sliares 
of  an  undivided  estate  on  credit.  Johns  Hopkins,  who 
founded  the  great  university  wliich  bears  his  name, 
endowing  it  with  several  million  dollars,  got  his 
start  when  a  Quaker  uncle  for  whom  he  worked 
said  to  him:  "Thee  has  been  faithful  to  my  inter- 
ests and  I  will  start  thee  in  business.  I  will  indorse 
for  thee." 

ilany  people  have  a  horror  of  getting  into  debt,  feel- 
ing that  in  some  way  indebtedness  is  discreditable. 
Yet  credit  lies  at  the  foundation  of  our  financial 
and  commercial  systems,  and  the  modern  business 
man  recognizes  it  to  be  a  prudent  policy  to  use 
credit  within  reasonable  limits.  Wlien  a  firm  can 
earn  more  than  the  ruling  rate  of  interest  upon  a 
given  sum  after  making  due  allowance  for  expenses 
it  may  with  prudence  borrow  money.  So  the  busi- 
ness man  who  refers  with  pride  to  the  fact  that  he 
has  never  owed  a  dollar,  indicates  that  probably  he 
does  not  understand  how  a  successful  business 
should  be  conducted.  Likewise  a  young  man  or 
woman  is  justified  at  times  in  using  personal  credit 
in  obtaining  an  education.  But  through  ignorance 
of  the  fact  that  a  boy  or  girl  can  command  credit 
in  a  community  as  well  as  the  business  man,  and 
that  it  is  wise  to  use  it  on  occasions,  many  a  young 
person  of  ability  has  gone  through  life  without  edu- 
cation and  in  consequence  with  greatly  lessened 
powers  of  usefulness. 

On  the  other  hand,  a  careful  examination  of  the 
lives  of  the  great  captains  of  finance  and  of  con- 
servative and  reputable  business  men  generally  dis- 
closes the  fact  that  they  borrow  only  to  further 
some  business  enterprise  which  beyond  reasonable 
doubt  will  bring  adequate  returns,  and  never  to 
gratify  some  personal  vanity  or  temporary  pleasure. 
Indeed,  the  lives  of  the  successful  in  business  as  in  all 
fields  of  human  activity  teach  lessons  of  frugality 
and  self-denial.  They  teach  likewise  that  ill-con- 
sidered borrowing,  or  borrowing  with  too  narrow 
a  margin  of  safety,  or  borrowing  to  promote  an  enter- 


175 


prise  wlierein  the  speculative  «'leim'iit  preponderates,  is 
both  unwise  and  unbusinesslike. 

Again,  modern  busiiu'ss  practice  einpiiasizcH  the 
necessity  of  borrowing  only  from  those  who  are 
conducting  a  reputable  and  legitimate  loaning  busi- 
ness and  who  therefore  charge  a  rea-sonable  amount 
for  the  use  of  their  money.  The  dangers  of  agreeing  to 
pay  usurious  rates  of  interest  should  be  pointed  out 
and  the  metliods  which  are  employed  by  men  in  sudi 
business  should  be  discussed.  The  good  and  bud  fea- 
tures of  purchasing  on  the  instalment  plan  should 
likewise  receive  attention  in  view  of  the  e.vtent  to 
which  the  practice  has  grown. 

To  point  out  to  the  young  man  or  young  woman 
who  is  leaving  school  and  entering  the  world  of  in- 
dependent activity,  in  some  one  of  its  many  capaci- 
ties, when  it  is  prudent  to  borrow  money  and  when 
it  is  unwise;  to  warn  them  of  the  tricks  and  dis- 
reputable j>raetice8  whicli  comprise  the  stock-in-trade 
of  large  numbers  of  money  lenders;  to  show  through 
concrete  detail  that  one's  credit  in  a  community 
in  its  last  analysis  is  based  upon  honesty,  sobriety, 
integrity  and  promptness  in  meeting  obligations  and 
that  a  young  man  or  young  woman,  through  the 
possession  of  these  qualities  can  command  tinancial 
credit  as  well  as  the  tried  and  tested  man  of  affairs 
is  to  forearm  them  as  years  of  blundering  will 
never  do. 

So  with  investing  money,  with  taking  out  life 
insurance,  and  with  insuring  property,  with 
giving  mortgages,  with  exacting  security  tliero 
are  a  few  simple  notions  concerning  each  which  a 
non-technical  daily  life  demands  and  which  can  be 
gotten  in  no  other  way  than  by  specilic  consideration. 
Less  time  in  the  schoolroom,  then,  devoted  to  tradi- 
tional and  obsolete  topics  of  arithmetic  and  to  the 
abstractions  and  unrealities  of  the  subje«-t  and  more 
to  an  understanding  of  the  simple  elements  of  what 
is  coming  to  be  a  new  science  of  business,  will  go 
far  toward  refuting  the  criticism  jmssed  on  the 
public  school  tliat  in  n<.  nal  and  vital  way  does  it 
touch  the  world  of  liuinan  activity. 

Reference  to  the  best  literature  on  topics  suggested 


176 

iuid  wliicli  the  teachers  will  find  of  value  in  their  own 
j)r(|);i ration  will  be  issued  from  the  office. 

8.  we  would  omit  all  the  text's- treatment  of  proportion, 

p.  340-366,  except  such  problems  as  can  be  worked 
by  simple  analysis.  (See  Fourth  Year.  B  Class, 
topic  8.) 

9.  Omit    "l^onfiitude    and    Time,"    p.    408-411,    but    give    a 

clear  treatment  of  "Standard  Time"  instead.  See 
other  arithmetics  and  encyclopedias. 

10.  Select   only   the   problems   from   the   miscellaneous   e.x- 

ercises  that   apply  to  some  of  the   foregoing  topics. 

11.  Chapter  IX  on  Literal  Quantities  is  optional  with  the 

teacher. 

EIGHTH   YEAR 

B  Class. 
(Text — Wentwortli  and  Hill,  "First  .Steps  in  Geometry.'" 
Limits,  p.  1-93.) 

NOTE — It  is  more  important  that  children  when  they  leave 
the  elementary  school,  be  well  grounded  in  the  necessary  parts 
of  arithmetic  than  to  know  the  elements  of  algebra  and  geome- 
try. They  ought  to  be  accurate  and  fairly  rapid  in  tile  four 
fundamental  processes  operating  upon  integers,  fractions,  and 
decimals;  they  should  be  able  to  solve  simple  oral  and  written 
problems  involving  these  operations;  besides  they  should  have 
a  clear  notion  of  the  elements  of  percentage  and  its  application. 
It  is  possible,  if  the  work  be  properly  sj'stematized,  and  the 
non-essentials  cut  out,  to  secure  this  and  still  find  time  for  an 
introduction  to  algebra  or  geometry.  If,  however,  in  the  judg- 
ment of  principal  and  teacher  the  standard  of  efficiency  has  not 
yet  been  reached  we  would  advise  deferring  the  work 
in  geometry.  In  any  event,  we  feel  that  work  in  the 
processes  of  arithmetic  and  in  some  of  their  applications  should 
be  continued  throughout  the  entire  eighth  year. 

PROCESSES: 

1.  Give    a    review    of    the    eight    addition    groups.      (See 

Manual,  p.  131).)  Emphasize  column  addition 
in  accordance  with  the  suggestions  given. 

2.  Satisfy  yourself  that  children  can  read  and  write  any 

reasonable  number  or  number  and  decimal  without 
hesitation. 


177 

3.  Give  occasional   drills  on   tli«>   weak    plai-i-s   in    fraction!* 

and  decimals. 

4.  Review    the    tables    of    nicasuriMiient    wliioh    have    heen 

memorized. 

5.  Review    the    list    of    dciinial    and    fracliDH    livMl.-ni* 

given   in   Sixth   Year,    B  t'lass,   topic  .}. 

6.  Review  the  mechanics  of  simple  interest. 

7.  Review  the  mechanics  of  square  root. 

APPLICATIONS: 

8.  See    Seventh    Year,    A    Class,    topic    7. 

9.  Take  as  much   of   the   prescribed  work   in  geometry  as 

time  will  permit.  This  can  well  be  carried  along 
synchronously  with  the  drills  in  arithmetic  enumer- 
ated above. 

A   Class. 
(Text — Wentworth  and  Hill.    'First   Steps  in  (leometry," 
p.    93-152.) 

PROCESSES: 

1.  Read  the  note,  Eighth  Year,  B  Class. 

2.  Continue  the  work  of  the  B  Class  outlined  tmder  the 

head  of  "Processes." 

APPLICATIONS: 

3.  See  Seventh  Year,  A  Class,  topic  7. 

4.  Take  as   much  of  the  prescribed  work   in  geometry   as 

time  will  permit.  Review  the  work  in  the  B  Class  in 
this  subject.  This  can  well  be  made  synchronous 
with    the   aritlimetical    drills   enumerated   above. 


THE  COURSE  IN    NATURE-STUDY 
AND   PHYSIOLOGY 


Nature-study  acts  as  a  stimulus  to  a  child  calling  forth 
activities  necessary  to  the  best  development.  Without  this  stim- 
ulus these  activities  would  remain  more  or  less  dormant. 

Curiosity  is  perhaps  the  strongest  instinct  in  children. 
Through  it  they  continually  adjust  themselves  to  their  environ- 
ment. By  reason  of  this  instinct  they  are  continually  coming 
in  contact  with  all  phases  of  their  surroundings.  The  phenom- 
ena of  Nature  everywhere  act  as  stimuli  stirring  and  satisfying 
curiosity  and  enthusiasm  first  of  one  phase,  then  another.  Pres- 
ent curiosity  satisfied,  a  new  and  stronger  desire  to  know  more 
about  things  is  immediately  at  hand,  and  thus  the  child  is  edu- 
cated and  developed  by  his  surroundings. 

The  child's  enthusiasm  is  stirred  by  the  growing  interest  in 
the  phenomena  of  Nature  which  meet  him  at  every  turn.  In 
time  he  gains  a  fund  of  useful  knowledge  and  becomes  intelli- 
gent in  regard  to  many  things  of  every-day  life  which  everybody 
ought  to  know  and  understand.  A  large  storehouse  of  know- 
ledge may  thus  be  gathered  during  childhood  which  comes  as  a 
result  of  growing  activities.  The  normal  action  of  these  activi- 
ties is  essential  to  the  best  development  and  nature-study  forms 
a  large  part  of  the  material  used  in  this  regard. 

Nature-study  occupies  a  unique  place  in  what  we  call  work. 
It  happily  makes  use  of  the  instructive  tendencies  of.  searching 
and  competition  (fishing,  hunting,  fighting,  roving,  etc.,  are 
cruder  forms  of  these  instincts)  with  curiosity  ever  at  hand  to 
create  enthusiasm  and  interest. 

These  instinctive  tendencies  nature-study  utilizes  and  the 
result  is  sensory  and  motor  training,  giving  phj'sical  exercise 
in  the  open  air.  Sensory  and  motor  training  obtained  through 
the  manual  training  of  the  shops  is  most  excellent,  but  it  is 
still  indoor  exercise  and  lacks  more  or  less  spontaneity,  does  not 

178 


179 

utilize  the  instinctive  tendencies  of  children  as  a  whole,  does  not 
exercise  the  fundamental  and  aicessoiy  muscular  systems  in  the 
natural  way  that  nature-study  involves  tliem.  Manual  training 
should,  therefore,  be  accompanied  by  nature-study.  The  two  to- 
gether train  and  develop  well  the  fundamental  and  accessory  mus- 
cular systems  in  those  years  when  nature  is  building  brain  tissue 
to  a  marked  extent  through  intellectual  activities  involving  motor 
action. 

Children  have  a  right  to  the  skill  and  precision  and  devel- 
opment of  the  constructive  instinct  which  comes  with  manual 
training.  They  also  have  a  right  to  a  large  fund  of  useful 
information  which  comes  through  the  study  of  the  varied  phe- 
nomena of  nature,  a  study,  or  rather  activity,  which  utilizes 
their  instinctive  tendencies  as  a  wliole,  gives  sensory  and  motor 
training,  develops  spontaneity  and  enthusiasm,  gives  them  sharper 
eyes,  keener  ears,  stronger  lungs  and  a  deeper  enjoyment  of 
nature  everywhere. 

Further,  as  this  work  goes  on,  uiuonscicjusiy  something  of 
the  marvelous  order  and  beauty  of  the  universe  enters  into  the 
conceptions  of  the  growing  child.  A  speaking  aciiuainlance  with 
nature  grows  until  sympathy  and  love  for  all  living  things  grow 
apace— reverence  develops.  The  utilitarian  side  is  the  imme- 
diate and  near  end  of  the  work.  The  ethical  side  is  the  more 
remote,  but  in  a  sense  the  more  important.  Here  we  find  some 
of  the  highest  concepts  of  religion  dawning  in  the  child  and 
growing  out  of  a  love  of  nature.  This  development  cannot  be 
obtained  otherwise;  minister  and  church  cannot  take  its  place. 
The  highest  development  in  adult  years  is  not  reached  without  it. 

Thought  in  children  is  more  largely  based  on  sense  inutges 
than  in  adults.  Constructive  imagination,  association  and  ab- 
stract thought  are  at  a  minimum  in  the  child.  Image  forming 
and  thought   which  involves  concrete  objects  are  iit  a  maximum. 

The  brain  ])r()cess('s  wliidi  underlie  sensation  are  like  those 
which  underlie  image  making.  Images  are  correlated  with  brain 
activity,  and  this  brain  activity  in  the  growing  child  continually 
modifies  the  brain.  IIh-  fornuition  of  clear-cut  sense  images, 
then,  is  all  important  in  the  thinking  of  the  child.  To  tliis  end, 
nature-study  is  of  the  highest  importance.  The  language  of  the 
child  should  be  largely  based  on  objctts  within  its  ciwn  environ- 
ment— the  home,  school  and  nat>ire.  0(  these  he  has  clear  cut 
sense  images. 

To  have  seen  .soniethiiig  clearly,  to  have  done  something 
well   and   to  be   able   to   tell   al)out    it    and   give   a    reasoniible   ex- 


180 

plaiiatioii— tlicsc  tliiujis  f^ivc  power  and  j)()ise  and  an  added 
stimulus  to  devi'lopiucut.  'I'liis  result  ought  to  follow  training 
in  nature-study,  especially  since  it  comes  witliout  formal  study 
and  as  the  objective  of  the  activities  of  the  growing  cliild. 

A  certain  part  of  nature-study  has  a  most  important  bear- 
ing on  child  study.  Child  study  is  nature-study  in  its  highest 
expression.  Again,  nature-study,  when  best  arranged,  is  based 
on  child  study. 

It  is  one  of  the  beautiful  interpretations  of  science  that  the 
beauty  and  order  of  the  world  about  us  are  the  result  of  the 
response  of  Life  to  its  environment. 

The  plants  in  the  windows  that  bend  toward  the  light — the 
plants  in  the  fields  that  follow  the  sun — the  behavior  of  the 
flowers — the  daily  migration  of  certain  forms  of  sea  life  in  re- 
sponse to  the  intensity  of  light — the  varied  eflfects  of  physical 
agencies  upon  physical  development — the  remarkable  effects  of 
these  agencies  upon  the  structure  and  vitality  of  animals  and 
plants — the  development  of  the  eye,  the  ear  and  other  organs 
through  long  ages  of  time,  in  response  to  the  light  wave,  the 
sound  wave,  other  forces — these  are  a  few  examples  of  the 
wonderful  interaction  between  Life  and  its  environment  going 
on  everywhere  in  the  organic  world. 

For  every  organ  there  is  an  inherent  power  of  response  to 
external  stimuli.  Not  only  is  this  true  of  physical  structure, 
but  it  is  true  of  the  mind  where  mind  exists,  and  true  of  what- 
ever takes  the  place  of  mind  where  we  are  accustomed  to  say 
there  is  no  mind. 

Power  of  response  and  certain  stimuli  go  hand  in  hand,  and 
when  properly  timed  the  highest  development  results. 

Nowhere  is  this  power  of  response  more  marked  than  in  the 
development   of  children. 

The  spontaneous,  impulsive  action  of  the  child  is  simply  the 
response  of  ripened  instincts  to  external  stimuli  and  the  character 
of  the  response  is  an  indication  of  the  degree  of  development. 

The  relation  of  outer  and  inner  factors  is  most  intricate. 
By  these  agencies  and  the  activities  of  life  the  brain  is  always 
in  the  process  of  construction,  always  being  modified  and  never 
completed. 

Motive  powers  lie  dormant  unless  awakened  and  stimulated 
to  activity  by  environment.  As  the  sense  organs  and  sense  tracts 
in  the  brain  are  developing  no  sensory  impressions  can  be  ex- 
perienced without  causing  more  or  less  motor  action — the  re- 
sponse to  the  stimulus. 


181 

This  brain  action  in  ciiildren  is  so  well  marked  tiiat  tlie 
working  capacity  of  the  brain  may  l>e  observed  and  deseribed 
to  a  helpful  extent  by  carefully  notinfj  the  expression,  movement, 
balance  of  the  body  in  its  parts  and  the  response  in  action  to  dif- 
ferent stimuli  of  the   senses. 

The  varied  elcnients  of  play  and  work  are  stimuli.  The 
response  is  the  physical  and  mental  activity  whicii  l.rin;.'  about 
and  accelerate  development. 

Imitation  and  suggestion  are  stimuli  to  the  constructive  in- 
stinct. Other  instincts  are  called  into  action  each  by  its  own 
individual  condition   (stimuli). 

In  a  word — heredity  from  the  universe  does  not  cea^^e  with 
birth.  It  is  then  only  in  the  beginning.  The  boy  or  girl  is  a 
sort  of  a  snuill  world  which  rellects  the  whole  system  of  in- 
fluences which  his  surroundings  pour  in  upon  him,  stirring  his 
sensibilities,  awakening  his  latent  possibilities,  causing  his  de- 
velopment toward  whatever  Nature  has  made  possible   for  him. 

In  the  development  of  the  lower  organisms  or  immature 
forms  of  higher  organisms  w<'  may  observe  in  simple  form  the 
elements  of  the  more  complex  |)iienomena  exhibited  by  higher 
forms  of   life. 

First,  the  stimuli  in  the  developnumt  of  life  within  the  egg 
are  very  simple,  little  more  than  heat  and  moisture.  In  those 
marvelous  processes  that  go  on  in  egg  development,  the  parts 
of  the  organism  have  wide  range  of  response  and  capacity  for 
growth,  and  we  may  .say  inherit  directive  power  which  is  intel- 
ligent, though  seemingly  unconscious.  After  birth  the  re- 
sponses grow  more  complex  and  the  expressions  of  life  are 
more  interesting. 

An  instinct  is  the  rapid  development  of  an  internal  mechan- 
ism (the  nervous  centers  with  related  organs)  in  response  to 
an    appropriate    stimulus. 

Education  is  a  slower  development  brought  about  by  the 
response  of  the  more  mature  organisms  to  stimuli.  Interesting 
in  this  regard  is  a  coiuparison  of  instiiwt  aii<l  education  in  lower 
and  higher  animals. 

For  exain|)le:  The  rajiid  development  of  the  chicken  at 
time  of  birth  sets  him  free  from  his  shell  and  puts  into  action 
his  walking  nu>chanism  in  a  few  minutes.  It  takes  a  child  a 
whole  year  to  learn  to  walk.  Again,  one  lesson  usually  lasts  a 
bird  a  lifetime.  It  has  no  need  of  any  extended  period  of  edu- 
cation. 


182 

In  the  lower  forms  of  life  instinctive  action  is  at  a  maximum; 
intelligent  action  at  a  minimum.  In  the  higher  forms  the  reverse 
is  true.  Again,  the  expressions  of  instinct  and  intelligence  vary 
in  amount  with  the  period  of  development  of  the  individual  or- 
ganism. 

It  is  important,  then,  as  a  part  of  the  teacher's  study  (in 
nature-study)  to  note: 

The  maturity  of  the  young  at  birth. 

The  instincts  outcropping  from  birth,  during  youth. 

The  instinctive  action  of  animals. 

The  intelligent  action  of  animals. 

The  influence  of  intelligence  on  instinct  as  the  animal  rises 
in  the  scale  of  life. 

The  meaning  of  infancy  all  along  the  line. 

The  development  of  the  nervous  system  which  tallies  with 
the  outcroppings  of  instincts  and  the  different  expressions  of 
intelligence. 

All  these  have  a  most  important  bearing  on  child  study. 

The  keenest  intellectual  enjoyment  is  certainly  at  hand  for 
all  who  are  intelligent  along  lines  of  plant  and  animal  evo- 
lution, who  are  interested  in  the  primitive  concepts  of  different 
races  of  peoples  and  who  then  study  the  child,  his  physical  and 
mental  development,  his  arts,  his  games,  his  languages,  his  varied 
life  as  a  revealer  of  creative  forces  at  work  hewing  and  forming 
the  higher  life  yet  to  be. 

The  botanist  becomes  enthusiastic  over  his  work  in  the  study 
of  plant  life,  the  astronomer  over  the  varied  phenomena  of  the 
heavens,  the  geologist  spends  his  life  with  rocks  and  fossils  and 
grows  enthusiastic  over  the  history  of  the  past  which  he  reads 
through  these  agencies. 

If  we  are  able  to  divest  ourselves  of  the  drudgery  which 
goes  with  the  training  of  children,  is  there  not  a  field  of  work 
in  the  study  of  the  child  which  is  at  once  commanding  and  full 
of  interest  from  both  the  standpoint  of  its  utility  and  that  of 
keen  enjoyment  ?  A  field  of  work  which,  when  taken  in  connec- 
tion with  nature-study  as  a  wOiole,  involves  the  development  of 
instinct  and  intelligence  along  with  the  development  of  physical 
structure — involves  the  study  of  acquired  characters,  inherited 
tendencies  and  racial  characteristics.  In  a  word,  so  far  as  educa- 
tion is  concerned,  it  joins  in  one  series  the  playground,  the 
school  room  and  the  laboratory. 

In  a  sentence,  then — the  entire  subject  matter  of  nature- 
study  has  a  deeper  significance  because  its  biological  and  evolu- 


183 

tionary  principles  are  embodied  in  the  life  of  the  child.  Child 
study  on  the  other  hand  pains  vastly  in  its  sipnificanco  and 
interest  because  of  nature's  embodiment  in  the  child  of  biological 
and  evolutionary  law  portniycd  in  nature  everywhere  and  in 
human  evolution. 


Assignment  of  Work 


FIRST   AND   SECOND   YEARS 

In  Nature  Study  there  exists  the  happy  combination  of  sense- 
training,  motor-action  and  life  out  of  doors.  The  beauty  and  or- 
der of  the  world  acts  to  call  forth  the  marvelous  development  of 
the  child. 

STUDY  OF  ANIMALS. 

PETS: 

Children's  experiences  with  their  pets  are  most  helpful  in 
calling  forth  in  their  beginnings  the  strongest  ele- 
ments of  character  in  adult  life.  Again,  "In  every 
land,  barbarous  or  civilized,  children  yearn  for  some- 
thing alive  which  shall  he  their  very  own." 


The  dog 

Canary 

bird 

Chicken 

Cat 

Duck 

Mocking  bird 

Rabbit 

Parrot 

Others  at  the  parks 

Pets  kept  at  home  or  at  school. 

Their    friends,    enemies,    their    life,    food,    how    they 

sleep,  good  or  harm  they  do,  etc. 

STORIES: 

Those  in  which  ju'ts  tell  of  their  own  doings  in  the  world. 

In  the  study  of  our  common  domestic  animals,  then-  is 
much  of  interest  to  the  child  and  a  good  (b-al  of 
added  interest  to  any  one.  even  though  the  subjot 
is   .so   very    common. 

References:  Books  which  discuss  the  origin  and  domes- 
tication of  our  domestic  animals  and  the  changen 
which  occiir  under  a  new  environment.  See  also 
Bulletin  on  Humane  Kducatiim,  San  Diego  State  Nor- 
mal  School. 


184 

FROGS: 

Wiitc'li  the  development  from  the  egg. 

Wlien  hatclied,  these  animals  are  blind  and  mouthless,  soon 
there  appear  mouth,  sense  organs,  gills — first  a  fish — 
later  an  amphibian. 

The  metamorphosis  in  the  frog  and  toad  is  almost  as 
profound  as  in  the  case  of  insects. 

There  is  much  of  interest  here  for  the  teacher  in  the  evo- 
lution  of  animal   forms. 

"Here,  Nature,  with  the  potter's  clay  of  plastic  things 
in  her  palms  seems  to  have  tarried  in  delightful  ex- 
periment, before  she  shaped  the  higher  and  better 
creatures,  appears  to  have  indulged  in  every  passing 
caprice  and  suggestion." 

Excellent  books  which  introduce  the  subject  are: 
Animal  Studies,  Jordan,  Kellogg  and  Heath. 
The  Story  of  the  Fishes,  Baskett. 

Story  of  the  Amphibians  and  Reptiles,  Baskett  and 
Ditmars. 
Story  of  the  Birds,  Baskett. 


PLANTS: 


(a.)     Interesting  stories  about  the  most  common  or  most 

useful  plants  and  trees, 
(b.)     The  growing  of  plants  in  vessels  of  water,   for  ex- 
ample, the  onion,  the  carrot,  the  sweet  potato. 
The  growing  of  beans,  peas,  wheat,  radishes,  barley,  etc., 

on  moist  cotton  to  show  the  germination  of  seeds. 
Attempt  no  explanation,  but  let  the  children  observe. 
The   curiosity   of   children    here   is   marked — instances   are 

numerous  where  seeds  have  been  dug  up  again  and 

again  to  see  how  they  grew. 
For    the    most    elementary    work:      The    seeds    personified. 

The  baby  bean  in  bed.    How  it  awoke.    How  it  grew. 

The  baby  lily  in  its  winter  flannels. 

The  escape  of  the  baby  plant  from  the  cradle. 
Let  each  organ  of  the  little  jjlant  tell  its  own  story:     See: 

Life  of  a  bean,  Laing. 

Little  Flower  People,  Hale. 

Plant  Life,  Bass. 

Mother  Nature's  Children,  Gould. 

Plants  and  their  Children,  Dana. 


185 

THE  GARDEN: 

(a.)  In  the  spring  plant  those  plants  which  serve  as 
food  for  pets,  lettuce,  and  peas  for  rabbit's  food,  etc. 

(b.)  Violets,  pansies,  other  common  and  beautiful  flowers. 
Let  each  child  at  home  or  at  school  have  its  own 
small  garden.  Tin*  constructive  and  <-omi)clitive  in- 
stinct can  be  utilized  in  the  growing  of  phmts  in  the 
garden.  Who  can  grow  the  most  beautiful  tlnwi-rs' 
The   finest  lettuce?     radishes?     etc.? 

Reference:     Nature  Study  and  Life,  Tlodge. 

INANIMATE  NATURE: 

Sun,  moon,   stars,   winds,   clouds. 

Children  of  the  First  and  Second  (Jrades  readily  become 
intere.sted  in  the  sun,  moon  and  stars. 

Again,  the  winds  and  clouds  are  full  of  interest. 

In  beginning  this  work  with  the  children,  the  approach  to 
this  side  of  Nature  is  most  natural  through  myths 
which  clearly  poetize  natural  phenomena. 

Reference:  Nature  Study  in  Klenieiitary  Schools.  (Teach- 
er's Manual)    Wilson. 

SECOND   YEAR 

Enlarge  upon  the  work  oi   the  First   ^  ear. 

Suggestions — Seed  dispersal. 

(a.)      Plants  that  are  carried  by  animals. 

The   work  of  squirrels  and   birds. 

The  work  of  the  crow,  ants,  cattle,  dogs.  etc. 

Seed   tramps. 

Why  some  seeds  are  sticky, 
(b.)     Seeds  transported  by  the  wiH<ls. 

Seeds  that  tempt  the  wind  by  spreading  their  sails. 

Seeds  with  parachutes. 

How   the   lily   sows   its   seed. 

Why    some    seeds   are    so    sniiili. 
(c.)      Collect   fruits  and   seeds   in   spring,  summer  and    fall. 

Plant  them   the  coming  spring  in  gardens.     Some  of 

the   wild    (lowers   are   espeeially    interesting. 
While  collecting  seeds  of  certain    |)liinls,  others   will    be   in 

bloom.     I'ujiils  may  take  iiit«'rest   in  colhuting  some 

of    the    (lowers    and    pressing    them,    then    mounting 

them. 


186 


INSECTS: 


In  the  study  of  insects,  the  rearing  of  silkworms  as  an 
introduction  to  insect  life  as  a  whole. 

Preparation  of  insect  cases  showing  life  history  of  insects. 

Watch  the  development  in  boxes,  breeding  cages,  out  in  the 
yards  and  fields.    Notice  the  flowers  they  visit. 

(a.)     Insects  that  are  beautiful. 

(b.)  Those  that  are  common  and  cither  useful  or  inju- 
rious. 

Children  often  dig  up  plants  to  see  how  they  grow,  plant 
them  over  again,  etc.  They  are  equally  interested 
in  finding  out  about  the  butterflies  that  are  beau- 
tiful,  about   the   flies,   fleas,   lady   bugs,   and   others. 

THIRD  YEAR 

PET  ANIMALS: 

The  rabbit,  squirrel,  fowls,  others. 

Kept  in  cages  at  home  or  at  school. 

Comparison  of  habits,  eating,  drinking,  etc. 

Comparison  of  general  structure,  teeth,  legs,  covering,  etc. 

ANIMALS— At  the  parks. 

ANIMALS — Seen  at   the  circus. 

Children  visit  parks;   go  to  the  circus;    make  reports. 

ANIMAL  STORIES: 

Stories  of  animals.  Those  the  children  are  acquainted  with. 
Those  read  of  in  books.  Bear  stories,  hunting  stories, 
all  sorts  of  stories  about  wild  animals  of  all  kinds. 
Youth's  Companion  Stories. 

Note  how^  general  structure  varies  with  habits  of  life.- 
specific  examples.  Make  comparisons.  Do  not  class- 
ify. Use  Bulletin  on  Humane  Education,  San  Diego 
State  Normal   School. 

BIRDS:     The  life  of  a  bird. 

(a.)  The  bird's  home,  how  he  is  fed,  his  first  suit,  how 
he  changes  his  clothes,  his  first  flight,  his  education. 
The  bird's  language,  how  he  eats,  where  he  sleeps,  his 
travels,  his  familv  and  friends,  etc. 


187 

(b.)     Coniinon    Wild    Birds.      Uccoimp   aii|uaiiiti'(l    with    tin? 

comnion  birds  by  out-of-door  lessons.     Keiognize  tin? 

birds  by  sight  and  by  their  song  and  tones. 
Make  lists  of  those  about  Los  Angeles,  giving  descriptions 

by  whicli  they  may  be  recognized.     Make  records  of 

interesting  facts  learned. 
Food  they  eat;  trees  they  live  in;  nests  they  build;  songs 

they  sing;  things  they  do. 
Stories    of    birds.      References:      Our    Feathered    Friends 

Grinnell;     First   Book  of  Birds,   Miller;      Stories  of 

Our   Western   Birds,   Grinnell;      Birds   of   California, 

Wheelock. 

INSECTS: 

(a.)  Ants.  J.ile,  history  and  habits  studied  from  a  nest 
kept  in  the  school  room  and  from  nl)servation  in  the 
yards  and  Helds. 

Most  interesting  stories  about  ants  are  abundant. 

The  ant  at  home.  How  ants  manage  a  farm.  How  ants 
carry  on  war.    The  ant  as  a  carpenter. 

(b.)     All  kinds  of  cocoons. 

GARDENING: 

Plant  all  sorts  of  garden  seeds. 

(a.)     Those  that  the  children  know  that  are  good  to  eat  and 

have  l)eautiful  flowers, 
(b.)     Others  which  are  unknown. 
Let  the  scholars  find  out  by  planting  what  sort  of  a  plant 

a  seed  will  produce. 

FLOWERS: 

Competitive  flower  rearing. 

Common   flowers,  wild  and  cultivated. 

What  becomes  of  the   flowers'.' 

What  does  the  pollen  do? 

Why  are  the  flowers  so  large  and  bright  ? 

The  story  of  the  see<l,  flower  and   fruit,  simply  told 

and  illust  rateff. 

FRUIT: 

Study  some  of  the  common  fruits  the  grape,  apple, 
orange:    others. 


188 

The  seed,  tlic  plant,  tlic  vine  or  the  tree;  the  flower,  the 
fruit. 

TREES: 

Call  attention  to  the  most  common  ornamental  trees  in 
parks  and  yards  of  Los  Angeles.  What  seeds,  flowers, 
what  fruits  have  these? 

Describe    the    countries    where   they   grow    wild    in    forests. 

Seed  dispersal  as  in  Second  Grade. 

SUN,  MOON  AND  STARS: 

Simple  facts  about  the  sun.  moon,  stars  and  planets. 
Myths  and  Stories. 


FOURTH  YEAR 

DOMESTIC  ANIMALS: 

The   horse,   traits,   use,  care,   stories. 

Other  animals  which  perform  similar  service  to  man. 
The  camel,  donkey,  burro,  elephant,  and  others. 

Structure  and  make-up  of  the  animals  upon  which  their 
usefulness  depends. 

How  were  they  domesticated? 

Wild  animals  (relatives). 

References:  Through  Magic  C41asses.  Buckley;  Youth's 
Companion    (-paper). 

Use  Bulletin  on  Humane  Education,  San  Diego  State  Nor- 
mal School. 

BIRDS: 

What  do  birds  do  in  the  world? 

The  problems  which  birds  have  to  consider. 

(1)   Obtain  food,   (2)   secure  safety,   (3)   build  homeg, 

(4)  care  for  their  young. 
(5)    What   are   their   tools?      (6)    Means   of   defense?      (7) 

What    instincts    are    exhibited?       (8)    Migration    of 

birds. 
In  doing  these  things  birds  exhibit  a  host   of  interesting 

traits,    perform    invaluable    service    to   man   as    well 

do  him  some  harm. 
Here  is  a  rich  field  in  Nature-Study. 
For    practical    work    have    the    children    make    reports    of 


189 

activities  of  hirds  in  tlie  yards  and  fields  as  far  as 

they  can. 
Compare    the    doings    of    l)irds    that    work    somewliat    the 

same  way.  and  again  compare  hinls  widely  ditferent 

in  their  doings  of  similar  things. 
For    example:       Nestbuilding    hy    the    humming-bird    and 

ostrich. 
In   making  comparisons   suggested   by   headings    1,   2,   3,  4, 

5,  6,  7,  8,  a  large  amount  of  material  for  study  is  at 

the   command    of    anyone    who    is    familiar   with    the 

birds  about   Los  Angeles. 
Reference    topics — Story    form. 

Tools  and  tasks  among  birds. 

How  a  bird  goes  to  bed. 

How  a  bird  travels  and  why. 

Bird   architecture. 
References:      Nature-Study  and  Life,  Hodge. 

Nature-Study.  Jenkins  and  Kellogg. 

The  Story  of  the  l?irds.  Baskett. 

Handbook  of  Birds  of  Western  United  States.  Bailey. 

Stories  of  Our  Western   Birds,  (Jrinnell. 

Birds  of  California,  Wheelock. 

Outlines  in  Nature-Study  and  History.  Engell. 

INSECTS: 

(a.)      The  mosipiito.  care  of  eggs;   larvae;   pujiae.  moiling: 

change  to  adult    form. 
The  mosquito  and  disease. 

What  is  being  done  to  e.vterminate  the  mosquito. 
(b.)     Insects  of  tlie  hosehold;   flies,  fleas,  bedbugs,  others. 
Some   wonderfully    interesting  things   about    these   animals 

which  everybody  ought  to  know. 
References:      Nature-Study,   Jenkins   and    Kellogg. 

Nature-Study  and  Life,  Hodge. 

Natural  History  of  Aquatic  Insects,  .Miall. 

PLANTS: 

(a.)     The  story  of  life  and  work  of  (he  plant  simply  told. 

Simple  experiments. 

The  use  of  roots,  stem,  leaves  and  flowers. 

The   way   plants  use   rain   and   sunshine,  earth   and   air.   to 

live  and  work, 
(b.)      IMants  as   food   makers. 


190 

The    fruit,    roots    and    difVcrcnt     parts    of    the    plant    as 

storehouses  of  food. 
Illustrations  from   familiar  plants, 
(c.)     Study  a  flower  in  detail. 
Competitive  flower  rearing. 
Insects  which  visit  the  flowers. 
The  common  fruits  and  ornamental  trees, 
(d.)     Further  study  of  plants. 

FIELD  WORK: 

The  suggestions  for  Field  Work,  given  in  "California  Plants 
in  Their  Homes,"  are  excellent. 

Other  references,  3rd  and  4th  grades:  Flowers  and  Their 
Friends,  Morley;  Pacific  Nature-Studies,  Wagner, 
Glimpses  of  the  Animate  World,  Johonnot. 

Habits  of  California  Plants,  Chandler. 

Outlines  in  Kature-Study  and  History,  Engell. 

FIFTH   YEAR 

DOMESTICATION  OF  ANIMALS: 

Taming  and  feeding  of  common  wild  birds. 

Practical   work   given   in:    Nature-Study   and   Life,   Hodge. 

This  field  is  full  of  interest  from  a  practical  as  well  as  an 
educational  standpoint. 

Our  birds  are  worth  far  more  than  their  board  and  lodging, 
for  their  beauty  and  song;  for  their  work  in  insect 
destruction ;  for  the  lessons  of  life  that  we  learn  from 
them.  Use  the  Bulletin  on  Humane  Education,  San 
Diego  State  Normal  School. 

INDUSTRIES  OF  ANIMALS.     (Birds  in  Grade  4.) 

What  do  animals  do  in  the  world? 

(1)  Obtain  food;  (2)  safety;  (3)  means  of  defense;  (4) 
build  homes;  (5)  care  for  their  young;  (6)  in- 
stincts exhibited. 

To  this  end:  Ways  and  means;  structure  in  relation  to 
things  done.  A  host  of  interesting  things  grow  oiit 
of  this  subject  as  nature-study  material  for  pupils. 
and  much  of  interest   for  teachers. 

Select  some  animal  (insect,  mammal,  mollusk)  that  all 
know  and  make  it  a  studv. 


191 

Having  studied  several,  iiiako  toniparisons  as  to  1,  2.  3.  4, 
5,  6. 

For  example:  'I'he  •,'oltl  fish,  frog,  cliiikfii.  cat.  .Many 
other.^. 

References:      Nature-Study   and   Life,   Hodpe. 
Animal  Industries,,  Iloussay. 
Romance  of  the  Insect  World,  Badenoch:  others. 

INSECTS: 

Spiders,  collection  and  care  of  living  spiders,  in  jars  and  in 
.school  room,  spider  webs,  spider  life  in  the  world. 

Injurious    insects.      Field    work    supplemented    by    stories. 

Scale  insects. 

Cottony  cushion  scale. 
Black  scale. 
Phylloxera;  others. 
The  Ladybug. 
Spraying  and  poisons. 
Shellac. 
Cochineal. 

CoddliufT  moth;  silkworm  moth;  clothes  moth;  fruit- 
tree  borers;  others.  The  silk  industry;  fruit  in- 
dustry;   lumber   industry. 

FLOWERS  AND  INSECTS: 

Tlu'  Pollination  of  Flowers— Chapters  9.  10.  11  and  l.">  of 
"California  Plants  in  Their  Homes." 

Special  adaptation  of  flowers  to  insects. 

Some  early  flowers.  Chap.  7,  'California  IMaiils  in  Their 
Homes." 

Some  summer  flowers.  Chap,  it,  ''California  Plants  in  Their 
IToiiics." 

I'lants  with  mechanical  genius.  Chap.  10,  "California 
l'l:inl~    in   their   liomes." 

Plants  of  high  rank.  Chap.  11.  "California  Plants  in  Their 
Homes." 

Reasons  why  some  plants  succcod  and  grow  most  abund- 
antly. 

Why  others   fail   and  duimili'. 

Plant    .societies;    a    water   society;    a    rock   society;    others. 


192 

SUNSHINE:      Wlierc  docs  tlie  siiiiHhino  go? 

Sunshine  and  the  colors  of  objects  all  about  us. 
Sunshine  and  the  work  of  the  leaves  of  plants. 
Sunshine  and  the  taking  of  pictures. 
Sunshine  and  the  rain,  the  wind,  the  storm. 
Sunshine  and  shadow. 
Simple  experiments. 

COMBUSTION:      Things   that   burn. 

A  candle  Oil 

Coal  (ias 

Wood  Others 

Object  lessons. 

References:      Nature-Study   and   Life,  Hodge. 

Nature-Studj',  Jenkins  and  Kellogg. 

SIXTH   YEAR 

ANIMALS: 

Of  Los  Angeles. 

Of  the  Temperate  Zones. 

Of  the  Tropics. 

Of  the  Polar  Zones. 

Of  the  Sea. 

Geographical  description  of  animals,  products  of  animal 
life  and  commerce.  Effect  of  climate  on  the  dis- 
tribution of  life;  on  the  development  of  life. 

Protective  Resemblance  and  Mimicry. 

Social  communities  among  animals. 

Correlate  this  work  with  Geography. 

References:     Animal  Life,  Jordan  and  Kellogg. 
Physical  Geography,  Gilbert  and  Brigham. 
Physical  Geography,  Redway. 

State  Series,  Grammar  School  Geography,  p.  28-32. 
Humane    Education,    Bulletin    on,    San    Diego    State 
Normal  School. 

HONEY  BEES: 

Ol)servation  Bee  Hives  kept  in  attic  or  suitable  room  of 
school  building.  This  work  is  intensely  interesting 
to  pupils. 

Make  record  of  the  interesting  things  observed  and  learned 
about  bees. 


193 

The  HoiiL-y  Bee  and  the  teitilization  of  Mowers. 
Social  Life  among  insects.     The  Honey  Imiustry. 
Reference    for    Practical     Work:     Nat  un-  St  inly    and     Life, 
Hodge. 

WASPS: 

Homes;    habits;    means   of  defense:    iiistin<is. 
References:      Tlie  Solitary   Wasp.   Morli-y. 
Romance  of   the    Insect    W Orid.    i'adc-iicirli. 

PLANTS: 

Of  J-os  Angeles. 

Of  the  'JVmpcrate  Zones. 

Of  tiie  Tropics. 

Of  the  Polar  Zones. 

Products  of  plant  life  and  conMni-ifc:  clVccts  of  clinnitt* 
on  plants. 

A  number  of  simple  experiments  to  slmw  the  etlVet  of 
light,  heat,  moisture,  dryness  on  jilant  life.  (See 
Osterhouf.   "lOxperimeiit    with    Plants.") 

Correlate  this   work   with  (Geography. 

Further  lessons  in  Science  to  ai<l  in  the  stndy  of  (leoj^raphy. 

OBJECT  LESSONS:     COMMON  THINGS: 

Chalk  IVI.hles 

Salt  Water 

The  air  .\  loaf  of  bread 

Sand  (itlieis 

SUN,  MOON  AND  STARS: 
'Jraie  constellations. 
Interesting   facts. 

SEVENTH    YEAR 

PHYSIOLOGY   OF  ANIMALS: 

Of  birds. 

Of   frogs  and    toads. 

Of  insects. 

Take    some    function,    respiration,    circulation,    digestion 

leaving  out  all  details,  note  the  simplest  expres- 
sion of  the  process  ami  the  repetition  of  this  simple 
action  in  tin'  more  com|dc\  organs  of  higher  aninnils. 


194 

(a.)     Simplest  form  of  organ,  eye,  ear,  stomach,  heart. 

(b.)      SiniploMt    inothod    of   doing   its    work. 

In  the  nature  work  of  other  grades  the  pupils  will  have 
become  somewhat  acquainted  with  this  simple  physi- 
ology. If  not,  then  the  aquarium,  the  breeding  cage, 
and  the  vivarium  may  be  made  most  helpful  here. 

PHYSIOLOGY  OF  PLANTS: 

Roots  and  their  work. 

Materials  dissolved  from  the  soil  and  used  by  the  plant. 

Trace   course   of   absorbed   material   from   roots   to   leaves. 

Leaves:     The  leaf  as  the  plant's  laboratory. 

Things  manufactured. 

(See  Osterhout,  "Experiments  with  Plants.") 

PHYSIOLOGY  OF  MAN: 

In  the  A  Class  read  and  discuss  the  important  chapters  of 
the  first  half  of  the  New  State  Physiology. 

ELEMENTARY  PHYSICS: 

Solids,  Liquids  and  Gases. 

Evaporation  of  liquids,  tea  kettle;   ponds;   ocean. 

Show   condensation   of   watery   vapors   in   air   by   cooling; 

giving  it  a  chance  to  expand. 
Explain  fogs;  clouds,  snow,  rain  and  dew. 

PRESSURE  IN  LIQUIDS  AND  AIR:      (Simple  experiments.) 
Construction  and  use  of  barometer. 
Expansion  of  solids  and  gases  by  heat. 
Weight   of  equal   volumes   of   liquids   and   gases   at   higher 

temperatures,   and   lower  temperatures. 
Reasons  why  objects  float  in  water;   in  air   (balloon). 
Convection  in  liquids  and  gases. 
Ventilation  and  winds,  explained. 
Ocean  currents. 

Correlate  this  work  with  Geography. 
Further  lessons  in  Science  to  illustrate  Geography. 
References:      Elementary   Science  and   Geography,   Marche. 
Astronomical  Geography.  Jackson. 
Physical  Geography,  Gilbert  and  Brigham. 

SUN,  MOON  AND  STARS: 
Trace  constellations. 
Interesting  facts. 


195 
EIGHTH   YEAR 

SOILS: 

How  the  soil  is  formed  by  the  decay  and  crumbling  of  rocks. 

Active  agents  in  the  weathering  of  ro<;ks. 

Kinds  of  soil. 

Relation  of  soil  to  growing  roots. 

CAPILLARY  ATTRACTION: 

(a.)      Simple   experinicnl.s  and   illustrations, 
(b.)     Capillary  attraction  in  sand,  clay  and  gravel. 
Relation  that   soils  of  (liHiTciit    kinds   bear  to   water   that 
falls  upon  them. 

(c.)     Application  to  plant  life  in  Lalifornia. 
The  power  of  the  soil  to  sujjport   plants. 

PHYSICAL  AGENCIES  AND  CLIMATE: 

What  light  and  shade,  heat  and  cold,  soil  and  moisture,  do 
for  the  garden,  for  the  orchard,  for  the  forest. 

A  number  of  simple  experiments  will  be  most  helpful  in 
this  work  as  well  as  some  field  work.  Water  supply 
of  a  country.  The  springs,  streams  and  ponds  of  the 
surrounding  hills  and  valleys.  Effect  of  leaf  mould 
in  the  woods.  Influence  of  trees  on  weather  and 
climate.  The  value  of  shade  in  the  dry  seasons,  etc. 
Effects  on  animal  life  of  cutting  dr)wn  forests  and 
cultivating  wild  lanas. 

Influence  of  ocean  and  mountain  range. 

A  study  of  California  climate  and  vegetation. 

The  hills  and  valleys.     Woods  and  mountains.     The  desert. 

References:     The  Soil,  King. 

Agriculture  for  Beginners    Bartlett,  Stephens  and  Hill. 

PHYSIOLOGY  OF  MAN: 

In  the  B  Class  read  and  discuss  the  important  chapters 
of  the  last  half  of  the  New  State  Physiology. 


THE   COURSE    IN    PHYSICAL 
TRAINING 


Every    jiupil    in   Die    l'".lciiicntary    Scliools   should   at    least    be 
taught  to  sit,  to  stand,  to  walk  and  to  breatlie  jjiopeily. 
The  following  exercises  should  be  given  in  all  grades. 

To  Sit  Properly. 

Place  the  feet  parallel  on  the  floor,  heels  and  balls  of  feet 
touching,  arches  up,  heels  on  the  same  line.  Press  the  lower  part  of 
tlie  vertebral  column  against  the  back  of  the  seat  and  warn  the 
pupil   against  sitting  on  the  end  of  the  vertebral   column. 

Hold  the  body  erect  yet  bent  slightly  forward  from  the  hips, 
upper  chest  up  and  forward.  Hold  shoulders  down  and  back. 
Clasp  the  hands  and  place  them  on  the  desk.  Hold  head  erect, 
chin  in  without  constraint,  eyes  looking  straight  forward. 

To  Stand  Properly. 
Place  feet  as  above  described,  and  as  close  together  as  the 
conformation  of  the  body  will  permit.  Hold  knees  straight  but 
without  stiffness.  Hold  the  body  erect  on  the  hips,  yet  inclined 
slightly  forward,  upper  chest  up  and  out,  weight  thrown  forward 
over  balls  of  feet.  Hold  shoulders  down  and  back,  and  sloping 
equally,  arms  at  sides,  palms  in.  Hold  head  erect,  chin  in.  eyes 
straight  to  front. 

To  Walk  Properly. 
At  the  command — Forward!  the  weight  of  the  body  (a  good 
standing  position  must  be  assumed,  of  course,  first)  is  shifted  to 
the  right  foot.  At  the  command — March!  the  left  foot  is  extended 
forward  for  a  distance  natural  to  the  pupil,  the  heels  barely 
striking  first,  then  the  weight  of  the  body  being  immediately 
shifted  forward  on  the  ball  of  the  foot.  The  right  foot  is  ex- 
tended in  a  like  manner,  care  always  being  taken  to  keep  the 
toes  extencied  straight  forward,  not  to  the  sides  as  is  com- 
monly done.  For  purposes  of  exercise  the  marching  may  be  done 
on  the  toes,  keeping  the  heels  entirely  off  the  floor.  The  stand- 
ing position,  as  described  above,  should  be  maintained  throughout 
the  marching   (with  a  change  of  position  of  feet  of  course). 

To  Breathe  Properly. 
The   standing   position    is   assumed   with    the    hands   on   the 

196 


197 

hips,  lingers  to  tiic  front.  At  tlic  coniniiind-- Iniialel  tlif  pupil 
rises  on  his  toes,  :it  the  same  tirn.-  inlhiting  iiis  lunns  to  tiieir 
fullest  capacity  l»y  a  continuous  iniiahition  throuf.'h  the  nose.  A.s 
soon  as  the  iunirs  an-  tilled,  the  eoniniand  Kxhale!  is  j;iven 
and  the  lungs  are  eni|)tied  hy  exptdiing  the  air  through  the 
mouth,  at  the  same  time  returning  the  heels  to  the  lloor.  Hold- 
ing the  hreatli  must  be  strietly  avoided  and  a  good  position  of 
head  and  body  always  maintained.  This  exereise  ean  be  varieil 
by.  assuming  the  position  of  the  soldier  and  bringing  the  arms 
(1)  to  a  horizontal  position:  (i)  through  a  side  horizontal  po- 
sition to  a  vertical  during  inhalation  and  returning  them  through 
side  horizontal  to  original  position  at  sides,  during  cxhalaticm. 
The  hands  should  be  kept  well  back  during  their  movement. 
(3)  Arms  in  position  of  the  swimmer,  hands  back  to  back,  in- 
hale and  while  doing  .so  keep  the  arms  extended  and  bring  tlic 
hands  together  behind  the  body.  Exerci.se  in  deep  breathing 
should  be  repeated  until  it  becomes  a  thing  of  second  nature  to 
the  child. 

Arm  Exercises. 

Raise  arms  to  side  horizontal  position,  clap  hands  in  front 
of  face,  side  horizontal  and  down. 

Hands  to  a  front  horizontal  jxisition.  Ilex  to  chest,  keeping 
the  palms  down,  elbows  out  and  back,  upper  arms  parallel  with 
the  lloor,   front    (jmsition)    and   down. 

Body   Bending. 
Raise  the  arms  through  a  side  horizontal  position  to  vertical, 
clasp   tlunnbs.   then    bend    forward,   touching   the    floor.       Return 
to  vertical  and   then   lower  the   aims  through   side  horizontal   tt> 
side  hang  (4  counts). 

Leg  Exercises. 
Position— hands  on   hips.     Raise  right   and   left   knees  alter- 
nately,  keeping  the   body   erect    and   foot    exteniled   downward. 

Arm  and  Foot  Exercises. 

Cla])  hands  overhead  and  behind  hips.  .\s  the  hands  go  to 
a  vertical  position  the  pupils  rise  on  their  toes,  and  as  they 
come  down  the  heels  return  to  the  lloor.  In  the  movenuMit  of 
arms  tlirough  side  horizontal  they  .should  be  kept  well  to  tin- 
rear. 

I'.eiid  ktiees  as  iiiiich  as  |>ossible.  :il  the  same  time  raise  the 
arms  through  side  horizontal  to  ventical.  (Keep  body  erect  ami 
heels   raised.) 


THE   COURSE    IN   MANUAL 
TRAINING 


Following  principles  may  serve  both  as  rules  and  guides  in 
teaching  manual  training.  Such  principles  are  difficult  to  state 
in  a  condensed  and  axiomatic  form. 

No  man  can  be  intelligently,  guided  unless  he  knows  and  is 
convinced  of,  first  "What,"  second  "How,"  and  third  "Why"  he 
works  in  any  given  direction.  What  to  teach  is  suggested  in  the 
following  synopsis  of  course  of  study.  How  to  teach,  will — 
most  of  it — best  be  suggested  at  teachers'  meetings.  An  attempt 
is  here  made  to  briefly  suggest  the  reasons  "Why  we  teach  man- 
ual training": 

Grouped,  all  principles  of  manual  school  work  fall  together 
in  two  classes:  educational  and  sociological,  or  theoretical  and 
practical.  We  should  teach  manual  work  for  the  educational 
reason  that  the  hand  is  an  avenue  of  sense.  It  is  a  sixth  sense. 
This  muscular  sense  of  touch,  of  handling,  of  doing  is  of  much 
greater  importance  than  we  have  hitherto  understood,  and  its 
development  is  sharing  an  ever  increasing  recognition  in  the  edu- 
cation of  children.  Touch  convinces  the  eye  and  clears,  ma- 
terially, the  concept  of  objects.  We  should  teach  manual  work 
in  the  schools  for  the  educational  purpose  of  building  up  a  logical 
storage  of  facts  and  truths  of  the  unity  and  diversity  in  form 
and  parts  and  properties — physical  and  mathematical^-of  objects. 
We  should  teach  manual  work  for  the  purpose  of  developing 
judgment,  determination,  energy  and  a  general  manual  dexterity 
of  the  pupil.  His  hands  and  eyes  should  be  constantly  under  the 
complete  control  of  mental  government ;  at  every  instance  receiv- 
ing and  obeying  orders  from  the  brain.  Wherefore  we  see  that  we 
teach  manual  training  because  it  is  a  training  of  the  eye  and 
hand  in  connection  with  the  training  of  the  mind. 

The  practical  oi*  sociological  reasons  why  we  should  teach 
manual  school  work  are  found  in  the  environment  of  the  pupils, 

198 


199 

that  is,  in  society  itself.  We  must  teach  things  that  are  con- 
ducive to  the  pupil's  adaptation  to  his  surroundings,  and  to  his 
being  capable  of  moulding  and  controlling  them.  We  must  give 
such  technical  training  as  shall  be  of  some  direct  practical  use 
to  pupils  in  their  life,  in  this  age  of  commercialism  and  indus- 
trialism. Correct  making  and  seeing  are  as  important  as  cor- 
rect thinking.  There  is  an  absolute  interdependence  of  doing  and 
thinking.  True  mind  training  is  inconceivable  as  separate  from 
either  eye  or  hand  training.  Through  commercialism  and  indus- 
trialism, not  selfish  temporal  ends,  but  the  spiritual  destinies  of 
the  higher  nations  will  meet  their  realization.  To  co-operate 
toward  such  high  purpose  our  smallest  efTort  must  be  counted, 
and  be  part  of  a  pedagogically  planned  and  organized  system  of 
e.xercises.  Thus  manual  work  should  have  a  moral  and  practical 
purpose,  directing  the  attention  of  the  pupil  to  the  useful,  ex- 
cluding all  nick-nacks  or  sham  articles.  All  exercises  should  re- 
sult in  complete  units  or  things,  not  merely  parts  of  things.  The 
work  should  demand  and  admit  methodical  progression,  and  va- 
riety in  form  and  nature  of  the  exercises.  Such  are  the  reasons 
for  the  presence  of  our  course  of  manual  instruction.  These  are 
the  claims  for  it.  It  is  the  ultimate  aim  to  gain  the  teacher's 
general  recognition  of  it  as  an  essential  adjunct  in  the  curriculum. 
As  time  passes,  a  direct  correlation  to  other  school  work  will  be 
worked  out,  through  the  united  efforts  of  all. 

Cardboard  Construction 

The  authorized  manual  of  cardboard  construction  constitutes 
in  main  the  subject   matter. 

Modifications  and  Correlation — Work  on  objects  symbolic  of 
seasons  and  dajs,  such  as  Christinas,  Thanksgiving,  New  Year, 
etc.  Each  pupil  to  make  and  take  home  a  model,  article  or  object 
relative  to  such  occasion,  thus  establishing  a  uniform  thought  of 
usefulness,  diligence,  charity-unfoldment.  Such  work  to  be  made 
of  the  more  expensive  materials,  as  Roman  cover  papers,  cellu- 
loid, etc.,  brought  by  the  children  who  can  and  do  desire.  Other 
pupils  use  school  materials.  This  work  further  consists  of 
drawing  and  cutting  mounts  for  the  mounting  of  small  land- 
scapes and  other  small  pictures  made  by  pupils  in  their  ink  and 
water-color  lessons.  The  making  of  envelopes,  folders,  etc..  in 
which  to  keep  and  take  home  the  various  forms  of  composi- 
tion work,  verses  of  poetry,  letters  of  invitation,  promotion 
cards,  etc.,  thus  perpetually  connecting  the  thought  of  the  school 
with  that  of  the  home,  with  life. 


200 

Decoration — Elementary  designs  will  be  used  so  that  the 
pupils  may  decoi'ate  such  of  their  models  as  consistently  admit 
of  decoration.  The  decoration  is  a  subordinate  matter  and  is 
limited  to  geometric  space  motives  of  square,  circle  and  triangle, 
and  is  executed  in  cp]or  and  guinnied  i)ap(*r. 

Sloyd 
FIRST   COURSE-FIFTH    YEAR 

Woodwork  (Outline  and  Edge  Work) — 
No.  1 — Pencil  sharpener. 
No.  2 — Key  tag. 
No.  3— Table  mat. 
No.  4 — Fishline  winder. 
No.  5 — Match  scratcher. 
No.  6— Bill  file. 
No.  7 — Key  hanger. 
No.  8 — Elliptical  cutting  board. 
No.  9 — Paper  knife. 

Drawing — The  making  of  working  drawings  consisting  of 
one  view  only.  Drawing  in  this  course  commences  with  the 
fifth  model  and  precedes  the  work  in  wood.  The  method  of 
teaching  is  by  illustration  on  blackboard,  dictation  and  in  con- 
nection with  the  use  of  models.  The  chief  characteristic  is 
"outline  drawing,"   not   including  dimensioning. 

Decoration — Attempts  are  made  with  simple  spot  design  and 
surface  staining  where  conditions  allow,  and  on  work  that  admits 
of  such  decoration.  The  main  characteristic  of  this  course  is 
its  edge  or  outline  work,  dealing  with  two  dimensions,  length 
and  width  only. 

Tool  Instruction — Pupils  are  taught  the  names  of  the  tools 
with  which  they  work  and  to  use  them,  to  some  extent,  with 
the  left  hand — that  is,  such  tools  as  call  for  the  activity  of  the 
whole  arm  or  side.  The  working  positions  are  gymnastic  posi- 
tions. 

Materials — Pupils  are  taught  the  names  of  woods  and  to 
discriminate  them  by  sight,  touch  and  smell.  The  material  in 
this  course  is  of  a  fixed  thickness. 

Supplementary  Work — Where  pupils  have  finished  the  pre- 
scribed course,  work  supplementary  and  original  in  character  is 
encouraged.     Suggestions  from  the  home  and  the  class  room  pre- 


201 

senting  little  plu'iioiiH'iia  of  daily  life  and  emphasizing  so  far  as 
time  permits  the  thoughts  of  the  various  seasons,  are  also  en- 
couraged. 

SECOND   COURSE-SIXTH    YEAR 

Woodwork  (Figure  Work) — 

Xo.  1 — Pen  rack. 

No.  2 — Letter  case. 

No.  3— Bank. 

No.   4 — Picture   frame. 

No.  5— Blotter. 

Drawing — Working  drawings  consisting  of  two  views,  front 
view  and  side  view,  or  front  view  and  end  view,  in  full  size. 
Drawing  precedes  the  woodwork.  Pupils  are  taught  to  draw 
from  models  in  connection  with  the  use  of  hluejirints.  Drawing 
in  this  course  introduces  dimensioning. 

Decoration — Simple  spot  designs  are  models  that  properly 
admit  of  such  decoration.  Staining  and  veining  are  features 
of  this  course. 

Tool  Instruction — Pupils  are  taught  the  specific  purposes  for 
which  the  tools  used  are  designed.  The  working  directions, 
'•with"  and  "against"  the  grain,  are  explained.  Lessons  on  the 
structure  of  wood  dealing  with  some  of  the  properties,  such  as 
hardness,  softness,  compactness,  porosity,  toughness,  brittleness, 
etc.,  are  given. 

Materials — The  material  in  this  course  is  of  fixed  thickness. 
The  work  is  characterized  by  edge,  surface  and  figure  work, 
dealing  with  length,  width  and  height  of  objects. 

Supplementary  Work — As  in  preceding  course,  original  work 
is  encouraged  so  far  as  time  and  ojiportunity  permit. 

THIRD   COURSE    SEVENTH  YEAR 

Woodwork  (Form  Work) — 

No.  1 — Key  rack. 

No.  2— Penholder. 

No.  3 — Coat  hanger. 

No.  4 — Hammer  handle. 

No.  5 — Book   rack. 

Drawing — Drawings  in  this  course  are  made  from  objivts 
and  in  connection  with  blueprints.  The  use  of  center  line  and 
use  of  scale  are  taught.  The  making  of  blueprints  is  explained 
and  illustrated. 


202 

Decoration — ^Elcmentary  carving,  pyrography  and  color  de- 
sign are  applied  so  far  as  time  and  opportunity  permit.  Staining 
and  finishing  in  oil,  wax  or  shellac  are  taught,  and  pupils  may 
choose  from  these  modes  of  finishing  and  decoration,  subject 
to  the  teacher's  judgment  and  approval. 

Tool  Instruction — Pupils  are  taught  to  adjust  tools  and  are 
taught  how  to  wliet  knives. 

Materials — Study  of  botanical  and  physical  properties  of 
wood.  The  process  of  how  to  "dress  the  wood"  and  how  to 
"joint  a  surface"  are  illustrated  and  applied  in  this  course. 

Supplementary  Work — As  in  the  preceding  courses,  pupils  are 
asked  to  suggest  original  work  useful  in  the  home.  Such  work 
to  contain  and  admit,  if  possible,  the  application  of  metals,  such 
as   Bent   Iron,   Wire,  and   Sheet   Metal. 

FOURTH  COURSE— EIGHTH   YEAR 

Woodwork  (Elementary  Joinery) — 

No.  1— Box. 

No.  2 — Towel  rack. 

No.  3 — Picture  frame. 

No.  4 — Jardiniere  stand. 

Work  in  this  course  consists  of  models  involving  the  appli- 
cation of  simple  Butt  Joints,  Miters,  Half- lapped  and  Halving 
togetiier  joints. 

Pup'ls,  especially  those  of  the  A8  class  who,  in  the  judg- 
ment of  the  teacher,  are  capable,  may  select  and  design  pieces  of 
Vv'ork  of  special  and  immediate  use  in  the  home.  The  construc- 
tion and  design  of  such  work  must  admit  and  include  the  ele- 
mentary joinery  intended  by  this  course.  Other  pupils  follow 
the  course  as  outlined. 

Pupils  who  desire  to  make  objects  requiring  a  greater  amount 
of  materials  than  called  for  in  the  course  will  furnish  such  at 
their  own  expense. 

Drawing — Drawing  in  this  course  includes  Scale,  Section  and 
some  Isometric  and  Cavalier  projection.  Special  attention  is 
given  to  some  freehand  lettering.  Drawings  are  made  from 
objects  in  connection  with  the  use  of  blueprints. 

Decoration — Method  and  work  of  preceding  course  are  con- 
tinued in  this  course. 

Study  of  Materials — The  supervisor  will  give  illustrated  les- 
sons on  tools,  tlieir  adjustment,  timber,  elementary  physics, 
strength  of  materials,  and  other  industrial  topics. 


THE   COURSE   IN    DOMESTIC 
SCIENCE 


It  has  long  been  said  with  bitter  truth  that  home  keeping 
is  the  only  profession  a  woman  may  enter  without  previous  train- 
ing, and  because  this  fact  has  become  so  widely  recognized  the 
Public  School  System  is  called  upon  to  remedy  the  evil. 

General  Francis  A.  Walker  once  said:  "America  is  suffer- 
ing from  two  great  curses — indigestion  and  alcoholism — both 
due  to  one  and  the  same  cause — the  inability  of  the  women  in 
the  middle  and  lower  classes  to  prepare  wholesome  and  nourish- 
ing food." 

Therefore,  instruction  in  Domestic  Science  should  be  given  in 
our  schools,  not  only  for  purely  pedagogic  reasons,  but  with  due 
regard  for  the  sociological  factor  such  instruction  must  neces- 
sarily produce. 

One  of  our  writers  has  said:  "If  men  frequent  grog  shops; 
if  the  growing  boys  spend  their  leisure  in  loafing;  if  the  girls 
seek  their  amusements  outside  the  cheerless,  uninviting,  depressing 
home  which  the  wife  and  mother  has  utterly  failed  to  make 
what  it  really  should  be;  if  those  who  have  the  right  to  look  to 
her  for  clean  and  peaceful  surroundings,  for  palatable  and  nour- 
ishing food,  for  the  comforts  that  make  family  life  a  blessing, 
are  not  even  more  than  vaguely  conscious  of  their  lack,  who 
or  what  shall  prevent  the  thousandfold  multiplication  of  in- 
capable and  incompetent  young  women,  ever  drifting  into  mat- 
rimony and  maternity,  blind  and  woefully  blind  to  their  very 
blindness?" 

The  aim  of  Domestic  Science  instruction  is  to  be  stated  in 
a  few  sentences. 

"The  conduct  of  civilized  life  requires  clean,  well-nircil.  well 
arranged   houses,    warmtli   and   sunlight;    food,   not    only   jittract- 

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204 

• 

ive  and  appetizing,  but  nutritious  and  suited  to  tlio  work  in  hand; 
olothinp,  not  only  durable,  but  cleJin  and  adapted  to  the  season ; 
ilhiniination,  wholesome  as  well  as  efficient;  water,  pure,  soft 
and  perfectly  colorless,  for  drinking,  bathing  and  washing; 
milk,  fresh  as  well  as  pure;  drainage,  speedy  and  thorough;  gar- 
l)age  removal,  which  shall  forbid  odors  and  unsightliness;  and 
withal,  strict  economy,  so  that  family  life  may  be  within  the 
reach  of  every  one,  the  home  be  conserved,  anxiety  and  poverty 
minimized,  and  the  State  not  only  relieved  of  some  of  the 
burdens  of  waste  and  repair,  but  strengthened  and  supported  at 
its  foundation." 


FIFTH   AND   SIXTH   YEARS 

SEWING. 
Follow  the  Course  in  the  Sewing  Manual. 

SEVENTH  AND  EIGHTH   YEARS 

COOKERY. 

Classification  of  Food  Principles. 

Cereals  Salads 

Vegetables  Invalid   Cookery 

Beverages  Meats 

Fats  and  oils  Pastry 

Eggs  Fish 

Milk  Breads 

Batters  and  doughs  Desserts 

Sandwiches  Cake 


THE   COURSE   IN    MUSIC 


The  aim  is  to  cultivatt'  the  love  and  appreeiatiou  of  music, 
to  develop  ability  to  listen  intelligently,  to  educate  the  musical 
sense  which  exists  in  every  child  and  to  develop  power  to  inter- 
pret from  the  printed  page. 

To  create  and  sustain  a  keen  iiitcrt-st  in  any  suliject  is  the 
mainspring  of  successful  teaching. 

Training  in  the  aiipreciation  of  good  music  is  very  important. 
This  will  receive  as  much  attention  as  possible. 

The  general  plan  of  the  school-room  work  is  to  give  tlie 
child  a  rich  song  experience,  out  of  which  is  developed  the  un- 
derstanding of  the  elements  of  music.  Through  imitation,  the 
))roblems  are  developed,  one  by  one,  and  thus  the  child  is  led  tn 
the  staff  representation. 

Well-rounded,  careful  nnisic-stiid\  modulates  the  voice,  trains 
the  ear  and  eye  and  uplifts  the  .soul.  Faces  and  voices  should 
tlierefore  express  more  than  the  mere  effort  to  get  correct  in- 
tervals and  proper  rhjthm.  The  spirit  with  the  letter  giveth 
lif.-. 

Song-singing  is  a  special  feature  of  the  work.  All  -^ongs 
should  be  sung  in  a  bright,  aninmted,  artistic  manner.-  Accuracy 
of  melody  and  time  is  necessary,  but  song  interpretation  should 
receive  a  great  deal  of  attention.  A  careful  selection  of  song 
material  and  outlines  for  each  grade  will  be  prejjan'd  every  month. 

Kllort  will  be  made  to  familiarize  grammar  grade  pupils  with  a 
few  of  the  world's  classics  and  their  comjiosers  during  eaih  term. 

The  use  of  orchestral  instruments,  the  great  musical  artist-* 
atid  some  few  forms  of  coniposition  will  also  lie  discussed. 

GENERAL  SUGGESTIONS. 

The  Recitation — As  n   rule    a  brief.  |)reliniinary  physical  exenise. 
with    plenty   of    iresh   air,   will    induce  active   thinking  and 

206 


206 

txinoful  singing.  A  moment's  test  of  the  voice  as  to  quality 
and  flexibility;  of  the  ear  as  to  imitation  and  discrimina- 
tion; of  the  eye  in  visualization,  will  prepare  for  the  work 
of  the  hour.  The  lesson  should  be  prepared  to  make  the 
best  possible  use  of  the  minutes.  The  study  of  music  ex- 
acts keen  concentration,  as  does  all  careful  school-room 
work. 

Nothing  should  satisfy  but  the  undivided  interest  and  the 
best  effort  from  every  child,  in  every  lesson. 

The  Voice — Special  cultivation  of  the  voice  is  not  the  aim  in 
dealing  with  pupils  in  our  schools,  but  we  have  a  grave  re- 
sponsibility in  this  direction. 

The  voice  is  one  of  the  most  valuable  gifts  in  the  child's 
possession.    It  is  our  province  to  see  that  it  is  not  abused. 

Loud,  harsh,  coarse  tones;  strained  throat  muscles;  low 
pitch  in  primary  grades;  careless  assignment  of  parts  in 
grammar  grades    should  never  exist. 

The  voices  should  be  soft,  sweet,  musical ;  the  tones, 
round,  full,  floating,  buoyant. 

Loud  concert  recitations  should  never  be  tolerated. 

A  gentle  speaking  voice  never  fails  to  give  pleasure. 

The  Ear — The  earliest  work  in  ear-training  is  imitation.  Later, 
comes  the  power  to  recognize  tones  in  their  relation  to 
each  other  and  to  discriminate  between  various  kinds  of 
measure. 

Reproduction  should  be  written  as  well  as  oral.  Dictation 
exercise  should  be  given  in  complete  phrases.  If  the  teacher 
sings  for  imitation,  the  melody  should  have  two  phrases 
(or  a  multiple  of  two)  and  the  accent  should  be  well 
marked. 

The  Eye — From  the  first  use  of  written  music,  pupils  should 
be  led  to  see  groups  of  notes,  whole  measures  or  more, 
and  to  interpret  them  with  words.  Covering  a  measure  on 
the  chart;  writing  on  the  board,  then  erasing;  pointing  a 
melody  on  staff,  children  responding,  allowing  a  moment 
for  study  in  the  book,  then  expecting  reproduction,  oral 
or  written,  will  train  the  eye  and  cultivate  the  memory. 

Singing  expressively  with  words  at  sight,  using  syllables 
as  a  test,  is  real  sight-singing. 


207 

Chart  melodies  should  be  sun<^  with  words,  which  the 
teacher  gives  orally. 

Melodies  \Yithout  words  in  the  music  readers  should  be 
sung  with  a  neutral  syllable  and  tested  with  singing  names. 

The  Teacher's  Part— 

1.  Careful   use   of   pitch-pipe   or   tuning-fork. 

2.  Singing  for,  but  not  with  pupils  in  study  of  new  work. 

3.  Directing,  marking  time  and  expression,  without  noise. 

4.  Attention    to    attack;    phrasing;    enunciation;    accent; 

voice-quality;  purposeful  study;  mastery  of  eucli 
problem  before  the  new  problem  is  undertaken;  soul- 
ful interpretation. 

5.  Expecting  individual  power  and  independence. 

6.  Stimulating   research    and    nmsical    intelligence. 

Assignment  of  Work 
FIRST   YEAR 

Material — Rote  Songs.     Supplied  every  month. 

Voice  Training — Unifying  and  refining  voices,  clear  articulation, 
purity  of  tone.  Prevent  use  of  chest  tone  by  soft,  light 
singing.  Insist  on  "tip-toe"  tone.  Keep  voices  in  staff. 
Surround  monotones  with  good  singers  and  encourage  them 
to  listen  to  voices  near.  These  little  people  should  receive 
daily  attention. 

Ear  Training — Imitation.     Simple  tests,  the  octave,  intervals  of 
tonic   chord.     Recognition   of   a   few   well-known   melodies. 
(a.)     Tune.     Establish  .scale,  octave  and  intervals  of  tonic 
chord  through  rote  melodies.     Point  same  on  ladder. 
(b.)      'i'inic.       Develop    sense    of    rliytlini    through    gesture. 

Musical  Interpretation — Kemler  all  songs  artistically.  Tell  story 
of  song,  biiiiging  out   picture. 

SECOND   YEAR 

Material — Chart    i  New  lvhicati<uial  Course).    Chart  Manual.    J\ote 

songs.      Supplied. 
Voice  Training — S;iiiic  us  First    \  t-.w. 

Ear  Training — Tests  in  short,  simple,   rliythmical   phrases  oi    in 


208 

tervals  of  tonic  and  doininaiit  ilif)rds.  Recognition  of  a 
few  new  melodies. 

Sight  Singing — (a.)  'rune  Develop  divided  scale  and  intervals 
of  dominant  chord  tlirou<;li  rote  melodies  and  represent, 
(b.)  Time.  Rhythmical  gesture  continued.  Lead  to  re- 
cognition in  song  of  one  beat  tone  and  note,  two  beat  tone 
and  note,  one  l)eat  rest. 
Chart  melodies  as  outlined. 

Sing  and  study  simple  rote  songs  from  picture  notation  of 
same. 

Musical   Interpretation — Same  as  First  Year. 

THIRD  YEAR 

Material — Chart.  (New  Educational  Course.)  Chart  Manual. 
New  First  Reader  in  hands  of  children.  Rote  songs.  Sup- 
plied. 

Voice  Training — Same  as  First  Year. 

Ear  Training — Recognize  melodic  phrases,  tonic,  dominant,  sub- 
dominant  chords.  Discrimination  between  two,  three,  and 
four-part  measure. 

Sight  Singing — (a.)  Tune.  Establish  intervals  of  sub-dominant 
chord  by  rote  and  represent. 

(b)  Time.  Develop  simple  forms  of  three-part  measure.  Re- 
peated and  thorough  study  of  a  few  distinctive,  typical  forms 
from  board.  Sing  melodies  from  chart  and  reader,  as 
outlined. 

Musical  Interpretation — Same  as  First  Year. 

FOURTH  YEAR 

Material — New  First  Reader.     (New  Educational  Course.) 

Voice  Training — Require  strict   application   of   principles   already 

taught. 
Ear  Training — More  difficult  tests. 
Sight    Singing — (a.)      Tune.      Develop    sharp    four    through    rote 

song.     Application  of  principles  already  mastered. 

(b.)     Time.      Develop    equally    divided    beat    through    rote 

songs.     ^lelodies  studied  from  Reader,  as  outlined. 
Musical  Interpretation — Same  as  First  Year.     Learn  meaning  of 

expression  marks  found  in  songs  studied. 


209 
FIFTH    YEAR 

Material — New  Setoud  Hoader.     (-\t.\v  Eihualioiial  Course.) 

Voice  Training — Exercises  suggested. 

Ear  Training — Same  as  Fourth  Year. 

Sight    Singing — (a.)     Tune.      Further   application   of   sharp    four. 

Dcvelnji.    represent,   apply,    flat    seven.     Rounds. 

(b.)      Tinu'.      Dt'veh)p    unequal   division   of  beat.      Melodies 

selected  and  outlined  every   month. 

Written   work   as   suggested. 
Musical  Interpretation — Same  as  Fourtli  Year. 

SIXTH   YEAR 

Material — New  Tliird  Reader.     (New  Kducational  Course.) 

Voice  Training — Exercises  as  suggested. 

Ear  Training — Same  as  Fourth  Year. 

Sight  Singing — (a.i       lune.     (  liroinatics  developed  as  tliey  occur. 
Two-voice  work  continued, 
(b.)     Time.     Fiftli  Year  work  cuiitimieil. 
Melodies  studied  from  I'eader.  as  suggested  in  month's  out- 
line.    Written  work  as  suggested. 

Musical  Interpretation — Same  ;is  Fourtli  Year. 

SEVENTH   YEAR 

Material — New   Fourth   Reader.      (New   Educational  Course.) 
Voice  Training — E.\crcises  suggested.    Use  great  care  in  treatment 

of  boys'  voices.     Careful  assignment  of  ])arts. 
Ear    Training — Sixth    Year's    work    continued.      Recogni/e    nuijor 

and  niiiior  melodies. 
Sight   Singing — (a.)      Tune.     Chromatics  continued.      Three   voice 

work  developed. 

(b.)      lime.  Time-problems  reviewed. 

Melodies  studied  from  Reader  as  suggested  in  monili's  cuit- 

line. 

Written  work  as  suggested. 
Musical  Interpretation — Same  as  Fourth  ^  car. 

EIGHTH    YEAR 

Material — New   Fourth  Reader  (New  Kducational  Course). 

Seventh  Year  work  reviewed,  if  necessary.  New  problem, 
develop  minor  mode.  This  year  should  be  spent  in  stiuly- 
ing  beautiful  songs,  applying  principles  ])reviou8ly  mastered. 

Special   attention   to   musical   culture   in    its   broad   sense. 


THE  COURSE  IN  DRAWING 


The  aim  and  purpose  of  Art  Education,  which  has  its  active 
expression  through  Drawing,  is  the  development  of  the  child's 
highest  faculties,  the  awakening  of  the  spiritual  side  of  his  nature, 
by  which  he  will  discern  all  beauty  and  ultimately  that  which 
is  behind  all  beauty — its  source — -The  Eternally  Beautiful.  "Art 
Education  gives  opportunity  for  the  highest  creative  activity  of 
mind  developed  through  its  self  activity,  resulting  in  a  trained  eye, 
hand  and  mind,  habits  of  correct  observation,  exact  and  artistic 
representation,  creative  power,  and  appreciation  of  the  beautiful." 
— C.  M.  Carter,  Denver. 

The  one  overwhelming  argument  for  public  art  education  is 
the  power  which  it  has  of  enriching  life  and  adding  to  human 
happiness.  We  see  what  we  look  for,  and  a  child  whose  eyes 
are  opened  to  look  for  the  beautiful  in  everything  about  him  has 
received  the  best  in  education.  Keeping  ever  in  mind  the  high- 
est purpose  of  art  education,  work  also  to  secure  quick  and  ac- 
curate observation,  to  train  judgment,  memory,  and  imagina- 
tion, and  to  aAvaken  the  creative  faculty. 

Special  attention  and  care  is  asked  in  the  representation  and 
development  of  each  lesson  that  the  relation  of  the  work  to  all 
other  objects  may  be  better  undertaken — its  relation  to  literatui'e, 
history,  geography,  patriotism,  the  industries,  and  human  life; 
its  relation  to  the  child's  sympathies  and  afi'ections.  The  frequent 
use  of  the  ^Manuals  will  be  of  great  assistance  to  the  teacher  in 
her  preparation  for  the  lesson,  containing  as  they  do  the  sum  of 
the  knowledge  and  experience  of  some  of  the  best  educators. 

To  be  of  the  greatest  educational  value,  to  get  the  most  from 
drawing,  it  must  correlate  with  all  subjects  taught,  geography, 
history,  language,  etc. 

Encouragement  should  be  given  at  all  times  and  great  free- 
dom allowed,  but  wrong  impressions  should  never  be  perpetuated 
nor  frivolous  nor  trifling  work  accepted. 

Illustrations  by  the  teacher  of  principles  or  rendering  are 
allowable,  but  should  be  erased  before  pupils  take  up  pencil  or 
brush. 

210 


211 

Special  attention  is  called  to  the  correct  position  of  body 
and  paper,  and  right  holding  of  pencil  and  brush,  as  cramped 
positions  prevent  freedom  and  spontaneity. 

Try  to  secure  thoughtful,  yet  rapid,  drawing,  working  for  cor- 
rect form  rather  than   for  finish  or  detail. 

Call  for  class  criticism  frecjuently,  making  form  and  compo- 
sition rather  than  finish,  the  basis. 

In  all  the  branches  of  the  work  have  in  mind  the  thouglit 
of  Composition.  Correct  and  truthful  representation  without 
preceding  thought  of  good  composition,  whether  in  nature-study, 
still-life  or  in  design,  ceases  to  be  art  and  becomes  mechanical 
copy  only. 

Historic  days  and  holidays  should  receive  special  notice,  and 
the  drawing  should  be  of  a  character  suited  to  the  season. 

In  the  fifth,  sixth,  seventh  and  eighth  grades  the  composi- 
tion and  design  should  help  very  greatly  in  the  designing  used 
in  the  sloyd  department. 

Drawing  materials  should  be  used  for  drawing  only. 

Each  month  an  outline  of  the  work  will  probably  be  issued 
by  the  supervisor,  giving  the  work  more  in  detail. 

Care  in  the  choice,  number  and  position  of  objects  should 
be  exercised  and  the  observation  be  direct  and  uninterrupted. 

Teach  pupils  as  early  as  possible  to  prepare  and  mount  their 
own  work,  thereby  developing  manual  skill,  judgment  and  artis- 
tic perception. 

The  collecting  and  mounting  by  the  pupils  of  good  pictures 
illustrative  of  any  line  of  work  is  excellent. 

Art  and  poetry  should  go  hand  in  hand;  therefore,  with 
each  new  subject  in  drawing  as  a  center  gather  about  it  the 
wealth  of  fact  and  fancy  from  poem,  history  or  science  that  it 
may  become  in  its  highest  sense  true  Art  Education. 

PICTURE  STUDY. 

Attention    is    specially    called    to    an    outline    for    use    in    |ii(tiirc 
study. 

If  possible,  it  is  desirable  that  a  place  may  be  given  to  the  siili 
ject  once  a  month. 

Happily   our   school   buildings   are   becoming   more   and    more    tin- 
homes  of  copies  of  fine  works  of  art.  and  our  cliildrcn  niu.st 


212 

grow  to  liavc  an  intelligent  appreciation  of  them  and  a 
wider  knowledge  of  the  great  artists  who  produced  them. 
Hamilton  W.  Mabie  says: 

"The  development  of  the  imagination,  upon  the  power  of  which 
both  absorption  of  knowledge  and  creative  capacity  de- 
pend, is  therefore,  of  supreme  importance.  The  richest  and 
most  accessible  material  for  this  highest  education  is  fur- 
nislied  by  art  *  *  *  The  material  upon  which  this 
greatest  power  is  nourished  is  specially  furni.shed  by  the 
works  which  it  has  created.  The  eye  is  trained  to  discern 
the  line  of  beauty  by  companionship  with  works  in  which 
it  is  revealed  with  greatest  clearness  and  power. 

For  hints  on  picture  study  read  "Pictorial  Composition,"  by 
Henry  Poore;  Miss  Emery's  "How  to  Enjoy  Pictures,"  and 
"How  to  Judge  of  a  Picture,"  by  John  C.  Van  Dyke.  Also 
"Art  for  the  Eye,"  by  Ross  Turner.  This  last  is  helpful 
in  giving  suggestions  of  good  pictures  and  casts  suitable 
for  school  rooms. 

It  will  be  helpful  and  interesting  to  get  the  child's  idea  of  the 
picture  before  it  has  been  discussed  or  before  it  has  been 
"studied"  or  the  name  given.  This  can  best  be  done  by 
writing  in  the  higher  grades.  Each  room  should  be  en- 
couraged to  collect  and  movmt  reproductions  of  the  works 
of  the  best  artists.  A  portfolio  may  be  made  to  hold  them 
and  may  be  fastened  in  some  convenient  place.  This  is 
much  better  than  to  keep  small  pictures  fastened  about 
the  room. 

"The  prime  function  of  picture  study  in  the  school  room  is  to 
teach  the  children  how  to  see  the  idea  in  the  depicted  form: 
and  how,  when  they  have  found  it,  to  develop  it,  gather- 
ing around  it  as  a  center  their  own  impressions  and  emo- 
tions, enriching  it  with  their  own  contributions  and  enrich- 
ing themselves  in  turn  by  their  realization  of  the  artistic 
power  of  insight  and  imagery,  by  a  comprehension  of  his 
message,  by  an  intelligent  appreciation  of  his  art." 

For  helps  in  picture  study — The  Perry  Magazine,  blasters  in  Art, 
International  Studio,  and  School  Arts  Book. 

For  school  room  decoration,  pictures  and  casts,  catalogues  from 
the  best  firms  are  useful. 

The  Berlin   Photographic   Co.,   14   E.   23rd   St.,   Xew   York. 
Frank  Hegger    (Photographer),  228  Fifth  ave.,  Xew  York. 
Prang  Educational  Co.,  646  Washington  st.,  Boston. 
Fitz  Roy,  Printer,  45  Joy  st.,  Boston. 


213 

p.  P.  Caproni  &  Bros.,  8  XewcoinV)  st.,  Boston. 
W.  H.  Pierce  &  Co.,  352  Wu-sliingtou  st.,  IJoston. 


Assignment  of   Work 
FIRST   YEAR 

Prang's  Text  Book  of  Art  Kdiuation,  Book  I,  will  be  used  as  a 
guide. 

Illustrative  Drawing  The  most  important  line  of  W(jrk  in  tlic 
first  two  grades  is  the  illustrative  and  imaginative  draw- 
ing. This  gives  an  opportunity  to  utilize,  in  the  sehotd 
room,  the  experiences  gained  by  1;he  child  in  the  outside 
world.  The  personal  expression  of  the  child  is  what  we 
value  rather  than  scientific  accuracy.  Let  the  work  be 
spontaneous,  but  gradually  correct  false  impressions. 
When  possible,  precede  the  actual  drawing  by  dramatic 
action. 

Pose  Work — Draw  from  the  model.  Teach  back  view,  front 
view,  and  side  view.     Draw  children  running  and   jumping. 

Nature   Work — Draw    Howers,    leaves,    fruit,    grasses,    and    weeds. 

Landscape — Simple  studies  of  sky  and  sea  and  ground.  Study 
trees. 

Still   Life — Draw   toys. 

Design — Develop    rliythm    and    repetition.    Make    simple    borders. 

Color  Study — Teach  the  spectrum  colors,  using  the  prism.  Use 
colored  crayons  or  water  colors  in  tin-  study  of  plant  life, 
landscape   and   illustration. 

Picture  Study — Occasionally  have  a    Picture  Day.   when   the  chil 
dren  may  bring  and  enjoy  those  |)i(tuns  wliidi  appeal   to 
their  sympathies  or  imagination. 

SECOND    YEAR 

I'rang's  Text    Book   of   .\rt    Kducat ion.    Hook    If. 

The  outline  is  similar  to  that  of  the  First  \'ear,  but  calls  for 
better  form  and  rendering. 


214 
THIRD  YEAR 

Prang's  Text  Book  of  Art  Education,  Book  III. 

Emphasize  careful  placing  and  good  space  filling. 

Nature-Study — Use  pencil,  ink  and  water  color  in  representing 
flowers,  fruit,  vegetables,  weeds  and  grasses. 

Still  Life — Draw  toys,  hats,  caps,  Japanese  lanterns  and  simple 
kitchen   utensils. 

Design — Develop  rhythm  and  repetition.  Give  opportunity  for 
individual  choice,  selection  and  invention  with  a  few  lines. 
Paint  simple  borders  and  surface  patterns.  Apply  the  de- 
sign to  the  decoration  of  book  covers. 

Continue  the  landscape  work  and  tree  study  begun  in  the  first 
two  years. 

Have  Picture  Days,  and  teach  the  pupil  something  of  the  lives  of 
the  great  artists.  Stimulate  his  imagination  and  enrich 
his  memory  with  good  poems  and  literature. 

FOURTH   YEAR 

Prang's  Text  Book  of  Art  Education,  Book  IV. 

Nature  Work — -Drawing  sprouting  plants,  budding  twigs,  flowers, 
and  fruit  on  the  branch.  The  shape  of  the  paper  used 
should  suggest  the  model. 

Animal  Study — Bring  a  bird,  a  rabbit,  or  any  pet  to  school  for 
the  drawing  lesson.  Use  pencil,  ink  and  water  color.  Study 
pictures  of  animals. 

Design — Place  simple  designs  within  a  circle  or  a  rectangle.  Se- 
cure good  space  divisions.  Plan  borders  and  book  cover 
decorations,  using  animal  forms. 

Landscape — Collect  interesting  pictures.  Discuss  shapes  and 
space  divisions.  Make  simple  compositions,  using  pencil, 
ink  and  water  color. 

Still   Life — Draw  hats,   caps,   tools,   and   simple   kitchen  utensils. 

FIFTH    YEAR 

Prang's  Text  Book  of  Art  Education,  Book  V. 


215 

Nature  Work — Study  leaf  perspective.  Draw  flowers,  fruit,  veg- 
etables, and  grasses.  Strive  to  secure  interesting  arrange- 
ment and  good  space  divisions. 

Still  Life — Perspective  of  cylindric  objects.  Draw  simple;  kitchen 
utensils,  studying  handles,  spouts  and  rims. 

Landscape — Similar  to  that   of  the  Fourth   Year. 

Pose — Use  pencil,  ink  and  flat  tones  of  water  color.  Draw  from 
the  model  and  from  memory.  Collect  pictures  to  aid  in 
posing  the  model. 

Design — Plaids,  rosettes  and  borders.  Plan  patterns  for  vases 
and  bowls  and  decorate. 

Color — Make  scales  of  gray  and  scales  of  color.  Apply  simple 
color  schemes  to  the  decoration  of  vase  forms.  Interest 
the  class  in  the  history  oi  pottery. 


SIXTH   YEAR 

Prang's  Text  Book  of  Art  Education,  Book  VL 

Mature  Work — Leaf  perspective.  Draw  flowers,  fruit  on  the 
branch,  and  common  weeds,  placing  the  studies  within  a 
frame.  Secure  interesting  space  divisions.  Much  of  the 
work  will  be  decorative  in  treatment.  Use  pencil  outline, 
ink  silhouette,  flat  tones  of  charcoal  gray,  and  simple 
color  schemes. 

Pose — Continue  the  work  of  the  Fifth  Year.  Begin  with  ink 
silhouette  and  follow  with  pencil  outline,  pencil  and  ink 
combined,  and  tones  of  gray  with  one  color.  Take  care- 
ful pencil  measurements. 

Still  Life — Study  the  perspective  of  cylindric  and  simple  rect- 
angular objects.  Draw  common  objects  singly  and  in 
groups.  Collect  pieces  of  beautiful  pottery  to  draw.  Secun- 
good  compositions.  Finish  in  Mat  tones  of  gray  i>r  usi-  a 
simple  color  sclicme. 

Design — Teach   balance  and   rliytlini.     Make  designs  within    rect- 
angles,   using    straight    and    curved    lines.      Make    all  nvcr 
patterns,  using  straight  and  curved  lines.     .Make  pattcrn-s 
using  abstract  spots.     Also,  work   troni   nature  to  the  ali 
stract. 


216 
SEVENTH   YEAR 

Prang's  Text  Book  of  Art  Education,  Book  VII. 

Nature  work — Continue  the  work  of  the  preceding  grades.  Ex- 
press in   line,  dark  and  light,  and  color. 

Perspective — Study  of  cylindric  and  rectangular  objects.  Draw 
books  and  bo.xes  at  dilTerent  elevations  and  angles.  Dis- 
cuss pictures  of  streets,  houses  and  interiors.  Formulate 
simple  rules  and  definitions.  Draw  simple  groups  of  com- 
mon objects. 

Design — Any  drawing  in  which  special  attention  is  paid  to  the 
composition,  the  pattern,  or  the  space  divisions,  is  a 
design.  Develop  rhythm,  balance  and  harmony.  Make 
borders  and  surface  patterns,  using  lines  and  abstract 
spots.  Translate  nature  forms  into  terms  of  line.  Apply 
the  best  designs  to  simple  articles  of  immediate  use. 

Color — Study  color  harmony  in  nature,  in  textiles  and  in  prints. 
Make,  color  scales.  Apply  simple  color  schemes  to  designs 
and  all  compositions. 

EIGHTH  YEAR 

The  outline  is  similar  to  that  of  the  Seventh  Year. 

In  both  grades  accurate  and  rapid  sketching  of  models  must  be 
required,  and  time  limits  be  given. 

The  Color  Study  should  be  of  subdued  tones,  rather  than  of 
bright  colors.  Teach  color  harmony  and  develop  good 
taste.  The  work  in  design  in  this  grade,  as  in  all  grades, 
should  be  creative  rather  than  imitative. 

In  studying  the  history  and  geography  of  a  people  learn  some- 
thing of  their  art,  ancient  and  modern,  their  manufacture 
of  textiles  and  porcelains,  glass  or  jewelry. 

Require  illustrative  work  in  all  subjects  taught. 

Cultivate  the  pupil's  love  of  nature  through  the  study 
of  beautiful  poems  and  literature. 

Give  him  a  broader  knowledge  by  teaching  him  something  about 
the  great  artists  and  their  work — Raphael.  Michael  An- 
gelo,  the  men  who  are  decorating  the  nation's  great  build- 
ings, and  making  poems  in  glass. 

Give  him  a  liberal  education  through  the  right  study  of  Art. 


BOOKS   AND    MATERIALS    TO    BE 
PURCHASED   BY   PUPILS 


Arithmetic,  State  Series. 

First    Book     Ill  BA,  IV  BA.  V  BA   .  .  .$     35 

Grammar  School   VI  BA,    VII  BA,    \^1I  BA       60 

Copy  Books,  Barnes  Natural  Slant. 

No.  2  Ill  B    07 

No.  3  Ill  A    07 

No.  4  I\'  BA   07 

No.  5  V  BA   07 

No.  6  VI  BA   07 

No.  7  VI  A    07 

Copy  Books,  New  State  Series  (After  Jan.  i,  1908). 

No.  I  Ill  BA     

No.  2  IV  BA   

No.  3  V  BA     

No.  4  VI  BA   

No.  5  VII  BA    

No.  6  VIII  BA    


Dictionary,  Webster  (N^w  Standard)     V  BA.     VI  BA.     VII  BA. 
VIII  BA    To 

English,   Steps  in,   State   Series. 

Book  I     Ill    HA.    I  \'   HA.    \'   I^\    ...       3.^ 

Book  II   VI    HA.    \ll    HA.    \I1I    HA.        F,^ 

Evangeline,  Riverside  Ed VII  A    15 

Geography,  State  Series. 

Introductory  Book   IV  BA,     \'  BA    64 

Grammar  School  VI  BA.    VII  BA.    VIII  B.\   1   20 

Geometry,  Wentworth  &  Hill.  .  .   VIII  BA    70 

217 


218 

History,  State  Series. 

Introductory  Book VI  BA   55 

Advanced    VII  BA,    VIII  BA     95 

Note  Book  (Ivanhoe)  Part  1,U.  S 35 

Lady  of  Lake,  Scott. 

Pocket  Classic  Ed.  or VIII  B     25 

L.  Du  Pont  Syle  Ed .35 

Miles  Standish,  Riverside  Ed VII  B    15 

Music,  Educational  Course. 

First  Reader    IV   BA    30 

Second  Reader V  BA  30 

Third  Reader  VI  BA   35 

Fourth  Reader    VII  BA,  VIII  BA    40 

Physiology,  State  Series VII  A,   VEII  B 49 

Readers,  State  Series. 

Primer  I  BA    25 

First  Reader   I  A,    II  B    29 

Second  Reader II  A,   III  B   35 

Third  Reader Ill  A,    IV  B   50 

Fourth  Reader IV  A,    V  BA  60 

Readers,  Heath. 

Primer  ." .  .  .  I  BA    25 

First  Reader   I  A,   II  B  25 

Second  Reader II  A,    III  B   35 

Rip  Van  Winkle,  Irving. 

Riverside  Ed.  or  VII  A 15 

Popular  Library  Educator  Ed '. 10 

Snow-Bound,  Riverside  Ed VTI  B    15 

Speller,  State  Series. 

Book  I Ill  BA,    rV  BA,    V  BA   ...  24 

Book  II  (After  Jan   1,  1908)  .VI  BA,   VII  BA,   VIII  BA 

Training  for  Citizenship,  Smith . .  VIII  A    1  00 

Miscellaneous:  Note  Book,  Ruler,  Composition  Book  (1st  to  4th 
Grades,  first  quality  paper,  9-16  inch  ruling),  Compass, 
Triangle  [when  needed]. 


219 


Drawing  Department. 
Crayola  (Los  Angeles  Selection  No.  8)    05 

Milton  Bradley   B  I  Water  Color  Box  with  No.   7   Bradley 
Brush    Not    to    exceed       30 

Or    Prang    Color    Box,    Set    No.    3    "A"    with    No.    7    Prang 
Brush     Not  to  exceed       30 

Pad,  Milton  Bradley,  Gray  Paper,  16  sheets  05 

Pad,  Milton  Bradley,  No.  20  White  Paper,  24  sheets 10 

Pad,  Standard  White  Paper,  No.  309,  30  sheets    10 

Portfolio     

Pencils  and  Crayons  to  be  used  in  Drawing  Department. 
(Not  to  be  bought  by  pupils.) 

1st    Grade Black  Crayon 

2nd    Grade    Black  Crayon 

3rd    and  4th  Grades Eagle  Draughting  No.  314 

5th  6th,  7th,  and  8th  Grades Eagle   Standard 

Domestic  Science  Department. 

Note  Book,  Spool  Thread,  Aluminum  Thimble,  Paper  Need- 
les, Apron,  Cap,  Oversleeves,  Towel,  Holder. 


Los  Angeles  City  Schools 

Official  Directory,   1907 


General  Office,  Chamber  of  Commerce 
Building,  Rooms  417  and  418 


CITY  BOARD  OF  EDUCATION 

JUyEPH    SCUTT     President 

N.    S.    AVERILL    Secretary 

MELVILLE  DOZIER   825  West  Eleventh  St. 

H.  W.   FRANK 337   South   Spring  St. 

J.  M.  GUINX    5539  Monte   Vista   St. 

ROGER  S.  PAGE  .  .  .340  Wilcox  Building.  Second  and  Spring  Sts. 

JOSEPH  SCOTT   707  Equitable  Savings  Bank  Building. 

F.  W.  STEDDOM,  M.  D.  .  .  .428  Trust  Building,  Second  and  Spring 

Streets. 
FIELDING  J.  STILSON   ...305  H.  W.  Hellman  Building.  Fourth 
and  Spring  Streets. 


STANDING  COMMITTEES 

Finance — Frank,    Stilson,    Dozier. 

Biiilding.s — Guinn.  Stilson,  Frank. 

Teachers — Dozier.  Page.  Guinn. 

High    School — Page.    Dozier,    Steddom. 

Insurance — Stilson,    Frank.    Steddom. 

Course  of  Study — Steddom,  Guinn,  Page. 

Purchasing — Stilson.  Guinn.  Page. 

Manual    Education — Guinn.    Dozier,    Steddom. 

220 


221 

Janitors — Fraiil-;.  Stcddoin.  (aiiiiii. 
Rules— Page,    Stilsoii.    Dozicr. 
Distribution— Stilson.    Krank.    Dozier. 
Health — Steddom,    Dozier,    Frank. 
Civil  service — Dozier,  Stilson.  I'age. 


E.   C.   MOORE.    I'll.    1) Superintendent. 

J.   B.   MOXLLX    Deputy    Superinten<lent 

M.  C.  BETTlX(iER   Assistant   Superinten<lent 

FRANK  F.   BUXKER    Assistant    Superintendent 

Grace  Kingsley,  Superintendent's  Clerk. 

Lulu  Scott,  Superintendent's  Clerk. 
Ellen  (J.  Scott,  Superintendent's  Clerk. 

?"stlier  A.  Xewlin,  Bookkeeper. 
Minnie  Brown,  Assistant   Bookkeeper. 


Wni.  Downie,  Foreman  1350  San  -lulian  St. 

C.  A.  Chariton.  Assistant  Foreman 13.50  San  -lulian  St. 

F.  S.  Thomas,  Supply  Clerk    13."i(t  San  .lulian   St. 


Regular  meetings  of  the  Board  will  he  held  at  the  Ceneral 
Office,  Rooms  444-5  Chamber  of  Commerce  Building,  on  the  second 
and  fourth  Mondays  of  each  calendar  month,  at  7:30  o'clock  p.  m. 

The  Finance  Committee  will  meet  in  the  Secretary's  otiice  on 
Fridays  preceding  the  regular  nu>etings  of  the  Board,  at  3:30 
p.  m.  All  claims  not  on  lilc  mi  Thursdiiy  preceding  said  day  will 
be   laid  over   until   next    meeting. 


OFFICE    HOURS   FOR   SCHOOL   BUSINESS 

E.   C.    MOORE,    I'll.    D..    Superintendent     Othce. 

School  day.s,  8:30  to  !»:30  and  4  to  5:  Saturdays  !t  to  12. 

.1.    i;.    MOXLCX,   Deputy  Superintendent ( »llice 

School   days,   8   to   0   and   4    to   5:    Saturdays   ',)   to    I'J. 

M.  C.  BETTIXGER,  Assi.stant   Supcriiiten.lent OHice. 

School   days,   8   to   9   and   4    to   5:    Saturdays   9   to    IJ. 

KRAXK   F.   ]?IXKER,  Assistant    Superintendent    Olfice, 

School   days.   8   to   !•   and    4    to   5;    Satindays   0   to    1_'. 

X,    S.    AVKini.L.    Secretary .    <»Hice. 

S  to    1-2.  and    1    to  ."). 


222 

MELVILLE  DOZIER    Board  Jluoma 

Fridays,  3  to  4:30  p.  m. 
H.  W.  FRANK Board  Rooms 

Fridays,  3  to  4:30  p.  ni. 
J.    M.    GUINN Board    Rooms 

Fridays,  3  to  4:30  p.  m. 
ROGER   S.   PAGE    .Board   Rooms 

Fridays,  3  to  4:30  p.  m. 
F.  W.  STEDDOM Board  Rooms 

Fridays,  3  to  4:30  p.  m. 
FIELDING  J.  STILSON  Board  Rooms 

Fridays,  3  to  4:30  p.  m. 

JOSEPH  SCOTT Board  Rooms 

Saturdays  only,  8:30  to  10  a.  m. 


The   members   of   the   School   Board   do   not   wish   to   transact 
school  business  outside  of  the  hours  indicated  above. 


INDEX 


Arithmetie.  Course  in    130-177 

Column  Addition   132-140 

Subtraction     140-141 

Long   Division    141-142 

Division  of  Decimals   1 43 

First  and  Second  Years   143-145 

Third  Year    145-147 

Fourth    Year 147-155 

Fifth   Year    155-158 

Sixth  Year    158-168 

Seventh  Year  168-176 

Eighth  Year   176-177 

Books  and  ;Materials  to  lie  I'liniiased  Ijy  Pupils   217-210 

Civics,   Course   in    94-96 

Domestic  Science,  Course  in    203-204 

Sewing    : 204 

Cookery    204 

Drawing,  Course  in    210-210 

Geography,  Course  in  07-120 

Map  Locations   08-109 

Map  Study    109-1 13 

Content  Units    113-126 

Apportionment  by  Years   126;  129 

Geometry,  Assignment   to    176-177 

History,   Course    in    81-96 

Second  and  Third  Years   81-83 

Fourth    Year    83-85 

Fifth   Year    85-87 

Sixth   Year    87-88 

Seventh  Year   88-94 

Eighth  Year    94-96 

Kinder'^arten.  Course  in 8-10 


224 

Language,  Composition,  and  (ii;iiiiiii;ir    43-65 

First    Year    44-46 

Second    Year    46-49 

Third  Year    49-53 

Fourth  Year   53-56 

Fifth   Year 50-59 

Sixth  Year    59-61 

Seventh  Year 61  -04 

Eighth  Y'ear   64-05 

Manual  Training,  Primary  Course   11-14 

Course  in  Advanced  Years   198-202 

Card  Board  Construction    199-200 

Sloyd     200-202 

Morals  and  Manners,  Course  in   76-80 

Music,  Course  in 205-209 

Nature  Study  and  Physiology,  Course  in   178-195 

First  and  Second  Years    183-186 

Third  Year   186-188 

l-'ourth  Year   188-190 

Fifth   Year    190-192 

Sixth  Year    192-193 

Seventh  Year   193-194 

Eighth  Year   195 

Officers  and  Office  Hours    220-222 

Penmanship,   Course   in    66-70 

Physical  Training,  Course  in    196-197 

Physiology — See  Nature  Study 

Program,  Suggestions  on   5-7 

Reading  and  Literature,  Course  in 15-42 

First   Year    21-24 

Second  Year  24-j:7 

Third  Year    27-Ji:> 

Fourth  Year   29-32 

Fifth  Year 32-34 

Sixth  Year    35-37 

Seventh  Year   37-40 

Eighth  Year   40-42 

Schediile  of  Time  Allotment    5 

Spelling,   Course   in    71-75 

Time   Allotment    5 


^7        (/Q 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 

Los  Angeles 
This  book  is  DUE  on  the  last  date  stamped  below. 


WlAY  2  6  1958    SU3JECT 


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EDU./PSYCH. 
UBRARY 


MAR  1 3  WM 


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